Multilingual Assessment – Finding the Nexus?

Inbunden, Engelska, 2024

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Beskrivning

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.

Produktinformation

Utgivningsdatum:2024-08-27
Mått:148 x 210 x 0 mm
Vikt:481 g
Format:Inbunden
Språk:Engelska
Antal sidor:318
Förlag:Peter Lang AG
ISBN:9783631861592

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Mer om författaren

Karin Vogt is Professor of Teaching English as a Foreign Language at the University of Education in Heidelberg, Germany. Among her research interests are classroom-based language assessment and multilingual language assessment.Bassey Edem Antia is Professor of Applied Linguistics at the University of the Western Cape, South Africa. His interests span terminology, language policy, multilingual teaching and assessment, and decolonial approaches to language and text analysis.

Innehållsförteckning

Karin Vogt, Bassey E. Antia: Multilingual assessment – Finding the nexus? – Bassey E. Antia: Multilingual assessment: The Global South as locus of enunciation – Karin Vogt: Teaching and assessing (foreign) languages in multilingual contexts – A European contextualization – Susan Coetzee- Van Rooy: Students’ multilingual repertoires at a South African university: Implications for conceptualizing multilingualism in assessment – Eleni Meletiadou: Using translanguaging and English as a Lingua Franca to promote an inclusive multilingual approach towards comprehension in assessment in Higher Educational Institutions in the UK – Kabelo Sebolai, Darlington Mutakwa: A multilingual student population taking a test of academic literacy in English: Implications for test fairness – Siphokazi Magadla, Zikho Dana, Dion Nkomo: Multilingual teaching and assessment: Towards an endogenous Political and International Studies at a South African university – Gudrun Erickson: Assessing languages in a multilingual context – Reflections from a Swedish perspective – Maria Stathopoulou, Magdalini Liontou, Phyllisienne Gauci, Sílvia Melo- Pfeifer: Assessing cross- linguistic mediation: Insights from the METLA project – Viktoriia Osidak, Maryana Natsiuk: Towards 21st century multilingualism in Ukraine: The present landscape – Carmen Konzett- Firth, Anastasia Drackert, Wolfgang Stadler, Judith Visser: Same educational standards, same assessment needs? The professional development needs of teachers of French, Italian, and Spanish in the area of language assessment – Dina Tsagari, Karin Vogt: Foreign language learning, teaching and assessment in multilingual contexts – In conversation with Dina Tsagari – List of contributors.