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19 - Assessing Multilinguals

from Part Four - Language(s) and Literacy of Multilingual Children through Schooling

Published online by Cambridge University Press:  18 August 2022

Anat Stavans
Affiliation:
Beit Berl College, Israel
Ulrike Jessner
Affiliation:
Leopold-Franzens-Universität Innsbruck, Austria
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Summary

As the number of young multilinguals continues to grow globally, there is a parallel need for fair and effective assessment of multilingual development. This chapter aims to provide a state-of-the art picture of the critical and unique needs of assessing multilingual children from ages 3 to 11. We first define the “multilingual” population and survey two domains of assessment: language proficiency and content area knowledge. We then address the challenges of assessing multilinguals in three key areas: (1) the heterogeneity in the young multilingual population, (2) the articulation of connections between language and content, and (3) the difficulties in differentiating between typically developing multilingual development and language learning difficulties (also known as developmental language disorders) or learning difficulties. We conclude the chapter with a discussion of the future of multilingual assessment practices, considering the roles of technology in multilingual assessments, dynamic assessment, and the application of translanguaging in assessing multilinguals.

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Publisher: Cambridge University Press
Print publication year: 2022

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