Multilingual Learners in Language Assessment: Assessment Design for Linguistically Diverse Communities

Autor/inn/en	Schissel, Jamie L.; Leung, Constant; López-Gopar, Mario; Davis, James R.
Titel	Multilingual Learners in Language Assessment: Assessment Design for Linguistically Diverse Communities
Quelle	In: Language and Education, 32 (2018) 2, S.167-182 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2018.1429463
Schlagwörter	Multilingualism; Spanish; Task Analysis; Preservice Teachers; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Language Tests; Linguistic Theory; Educational Change; Teaching Methods; Action Research; Participatory Research; Literacy Education; Monolingualism; Foreign Countries; Test Construction; Evaluators; Cultural Background; Mexicans; Comparative Analysis; Statistical Analysis; Mexico (Oaxaca) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Spanisch; Aufgabenanalyse; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Linguistische Theorie; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Forschungstätigkeit; Ausland; Testaufbau; Mexikaner; Statistische Analyse
Abstract	The assessments designed for and analyzed in this study used a task-based language design template rooted in theories of language reflecting heteroglossic language practices and funds of knowledge learning theories, which were understood as transforming classroom teaching, learning, and assessment through continua of biliteracy lenses. Using a participatory action research model, we created assessment instruments for pre-service English teachers in Oaxaca, Mexico, integrating language practices from communities and classrooms into assessments. Participants completed two reading and writing tasks. Task 1 was intentionally designed to engage learners' English and Spanish languages resources. Task 2 was restricted to English-only. Our analyses indicated (1) that pre-service English teachers performed better on the multilingual task than the monolingual English task at a level of statistical significance and (2) that integrating multilingual resources within assessment design can allow test-takers to demonstrate more complex or high-order thinking skills in the language they are learning. We are offering some empirical evidence of an assessment approach that is consistent with the broadly supported principle of making use of all students' linguistic resources for the purpose of teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01