弥合学习和评估之间的差距:从多语言学生身上学到的教训

Q2 Arts and Humanities
Fauve De Backer
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引用次数: 1

摘要

在教育实践中,使用非主流语言曲目往往不受重视,更不用说在教育评估中了。传统上,多语言学习者的能力是通过为单语学生设计的测试来评估的,这些测试并不代表多语言学生的真实能力,因为他们在文本语言中的语言熟练程度并不能反映他们更广泛的能力。评估需要从只用学校语言评估学生转向评估,在评估中,可以使用完整的多语言曲目来展示知识和能力。在这项研究中,探讨了多语言学生的评估偏好,包括大规模测试的评估安排和与学习评估相一致的课堂评估。对比利时小学五年级(10-11岁)的35名学生进行了访谈。结果表明,使用学生第一语言的住宿不一定是最受欢迎的,学生们更喜欢公文包和口头评估,他们需要更多的反馈。这项研究的结果表明,教学和评估需要更加一体化,这对所有学生都有利,并且可以更包容新出现的双语者,而不是将他们视为一个单独的群体。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Bridging the gap between learning and evaluation: Lessons learnt from multilingual pupils
The use of non-dominant linguistic repertoires is often not valued in educational practices, let alone in educational assessment. The competences of multilingual learners are traditionally assessed by tests designed for monolinguals that do not represent the true capabilities of multilingual pupils, because their level of language proficiency in the text language does not reflect their wider abilities. Assessment needs to shift from evaluating a pupil in only the language of schooling towards assessment where the full multilingual repertoire can be used to demonstrate knowledge and competences. In this study, assessment preferences of multilingual pupils are explored, both in assessment accommodations for large-scale testing and in classroom-based assessment that is aligned with assessment for learning. Interviews with 35 pupils in fifth-grade of primary education (age 10–11) in Belgium were conducted. Results indicate that accommodations that use pupils’ first languages are not necessarily the most popular ones, that pupils are in favour of portfolios and oral assessments and that they need more feedback. The findings of this study suggest the need for instruction and evaluation to become more integrated, which would be beneficial for all pupils and could be more inclusive of emergent bilinguals rather than treating them as a separate group.
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来源期刊
Journal of Applied Linguistics and Professional Practice
Journal of Applied Linguistics and Professional Practice Arts and Humanities-Language and Linguistics
CiteScore
0.70
自引率
0.00%
发文量
9
期刊介绍: The Journal of Applied Linguistics and Professional Practice was launched in 2004 (under the title Journal of Applied Linguistics) with the aim of advancing research and practice in applied linguistics as a principled and interdisciplinary endeavour. From Volume 7, the journal adopted the new title to reflect the continuation, expansion and re-specification of the field of applied linguistics as originally conceived. Moving away from a primary focus on research into language teaching/learning and second language acquisition, the education profession will remain a key site but one among many, with an active engagement of the journal moving to sites from a variety of other professional domains such as law, healthcare, counselling, journalism, business interpreting and translating, where applied linguists have major contributions to make. Accordingly, under the new title, the journal will reflexively foreground applied linguistics as professional practice. As before, each volume will contain a selection of special features such as editorials, specialist conversations, debates and dialogues on specific methodological themes, review articles, research notes and targeted special issues addressing key themes.
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