Multilingual Assessment – Finding the Nexus?
Contributor(s)
Vogt, Karin (editor)
Antia, Bassey Edem (editor)
Language
EnglishAbstract
A persistent monolingual paradigm still pervades teaching and assessment practices in different educational contexts. How is this paradigm being responded to across regions and (sub)disciplines of language study? In answering this question, the volume draws on insights from the project MULTILA – Multilingual and multimodal assessment, jointly coordinated by the University of Education, Heidelberg, Germany, and the University of the Western Cape, South Africa. This volume is an opportunity to understand practices in both environments and to identify commonalities and differences. While European contributors to the dialogue come from a language education and assessment background, their South African interlocutors approach the subject from a largely applied linguistics perspective. The outcome is an account in ten chapters of multilingual assessment from perspectives that are both disciplinary and regional.
Keywords
Antia; applied linguistics; Assessment; Bassey; Edem; Finding; Global North; Global South; Karin; language education; Michael; Multilingual; Multilingual assessment; multilingual education; multilingualism; nexus; plurilingualism; Rücker; social justice; teaching additional languages; VogtDOI
10.3726/b21992ISBN
9783631920657, 9783631920664, 9783631861592, 9783631920657Publisher website
https://www.peterlang.com/Publication date and place
Bern, 2024Classification
Language teaching and learning: second or additional languages
Language acquisition
Bilingualism and multilingualism
Language learning for academic, technical and scientific purposes
Teaching skills and techniques