A Multilingual Approach to Analysing Standardized Test Results: Immigrant Primary School Children and the Role of Languages Spoken in a Bi-/Multilingual Community

Autor/in	De Angelis, Gessica
Titel	A Multilingual Approach to Analysing Standardized Test Results: Immigrant Primary School Children and the Role of Languages Spoken in a Bi-/Multilingual Community
Quelle	In: Intercultural Education, 25 (2014) 1, S.14-28 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2014.883167
Schlagwörter	Standardized Tests; Test Results; Immigrants; Foreign Countries; Multilingualism; Elementary School Students; German; Italian; Romance Languages; Bilingualism; Language Role; Language Dominance; Language Tests; Second Language Learning; Italy + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Immigrant; Immigrantin; Immigranten; Ausland; Mehrsprachigkeit; Multilingualismus; Deutscher; Italienisch; Romanische Sprache; Bilingualismus; Sprachliche Dominanz; Language test; Sprachtest; Zweitsprachenerwerb; Italien
Abstract	The present study adopts a multilingual approach to analysing the standardized test results of primary school immigrant children living in the bi-/multilingual context of South Tyrol, Italy. The standardized test results are from the Invalsi test administered across Italy in 2009/2010. In South Tyrol, several languages are spoken on a daily basis and the long-established ethnic groups are speakers of German (69%), Italian (26%) and Ladin (4%). While the language of instruction for immigrant children attending Italian language schools is Italian, these children live in Italian- or German-speaking environments. I argue that standardized testing data should be analysed "in conjunction with" local language information to better serve the educational needs of bi-/multilingual children. The Italian test results of I and II Generation immigrant children (n?=?225) are re-examined in light of the languages spoken in their living environment. Results show that the approach used is useful in identifying information that would have otherwise remained undetected. The additional data provide valuable input for school administrators, educators and policy-makers and can be used to devise suitable remedial measures for immigrant children attending school in bi-/multilingual environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10