The Practice of Assessing Norwegian and English Language Proficiency in Multilingual Elementary School Classrooms in Norway

Autor/inn/en	Flognfeldt, Mona Evelyn; Tsagari, Dina; Šurkalovic, Dragana; Tishakov, Therese
Titel	The Practice of Assessing Norwegian and English Language Proficiency in Multilingual Elementary School Classrooms in Norway
Quelle	In: Language Assessment Quarterly, 17 (2020) 5, S.519-540 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flognfeldt, Mona Evelyn) ORCID (Tsagari, Dina) ORCID (Tishakov, Therese)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1543-4303
DOI	10.1080/15434303.2020.1827409
Schlagwörter	Norwegian; English (Second Language); Second Language Learning; Teacher Attitudes; Educational Practices; Language Proficiency; Second Language Instruction; Multilingualism; Role; Language Tests; Language Arts; Elementary School Students; Foreign Countries; Native Language; Test Validity; Norway (Oslo) + Suchen Sie Ihr Suchwort? Norwegisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerverhalten; Bildungspraxis; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Rollen; Language test; Sprachtest; Sprachkultur; Ausland; Testvalidität
Abstract	The increasing representation of young language-minority students in school settings around the world and recent insights into multilingualism as a potential resource for language learning and development call for acritical study of theoretical and practical implications for the field of language teaching and assessment. Relatively little attention has been devoted to exploring the assessment of very young students' language proficiency in the context of multilingualism. The current study explores the role of multilingualism in language assessment in the Norwegian school context. The study is based on teachers' perceptions and practices as regards the way centrally and locally mandated language assessment is carried out in EFL and Norwegian (language arts) in a multilingual elementary school in Norway. The results of the study identify factors that impact on the enactment of language assessment at the beginner level and the assumptions underlying these practices. The paper contributes to our understanding of issues of validity and social consequences in connection with assessment in a multilingual education environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01