Book | Chapter
Assessing bilingual and multilingual learners in mainstream classrooms
pp. 225-241
Abstract
This chapter looks at how we should not assess bilingual and multilingual learners the same way as we assess students with one language. By providing a view that bilinguals and multilinguals have specific linguistics systems of their own, and by showing that some assessments are not equitable for some students and cause them fail, this chapter presents ideas for leaders and teachers on how to assess bilingual and multilingual learners in classrooms. We recommend accommodation as a useful strategy but employing alternative assessments might also be preferable to meet the needs of this diverse clientele.
Publication details
Published in:
Scott Shelleyann (2016) Leadership of assessment, inclusion, and learning. Dordrecht, Springer.
Pages: 225-241
DOI: 10.1007/978-3-319-23347-5_9
Full citation:
Roy Sylvie (2016) „Assessing bilingual and multilingual learners in mainstream classrooms“, In: S. Scott (ed.), Leadership of assessment, inclusion, and learning, Dordrecht, Springer, 225–241.