Despite multilingual realities, a monolingual paradigm pervades teaching and assessment practices in various educational contexts. The purpose of the volume is to initiate a global conversation on multilingual assessment, drawing on expertise on multilingualism from the Global South and on language education and assessment from the Global North.
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 surface commonalities and any differences. While European contributors to the dialogue come from a language education and assessment background, their South African interlocutors come at the subject of multilingual assessment from a largely applied linguistics perspective. The outcome is an account in ten chapters of multilingual assessment offered from perspectives that are both disciplinary and regional.
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, Sķlvia 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.
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.
