Language assessment in multilingual settings
Innovative practices across formal and informal environments
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Beschreibung
This volume explores and addresses questions related to equitable access for assessment. It seeks to initiate a conversation among scholars about inclusive practices in language assessments. Whether the student is a second language learner, a heritage language learner, a multilingual language speaker, a community member, the authors in the present volume provide examples of assessment that do not follow a single universal or standardized design but an applicable one based on the needs and context of a given community. The contributors in this volume are scholars from different disciplines and contexts in Higher Education. They have created and proposed multiple lower-stakes assignments and accommodated learning by being flexible and open without assuming that learners know how to do specific tasks. Each chapter provides different examples on Justice, Equity, Diversity, and Inclusion (JEDI) assessment practices based on observation, examination, and integrative notions of diverse language scenarios. It may be of interest to researchers and practitioners in the fields of curriculum and instruction, language learning, and applied linguistics as well as those in the field of language teaching in general. Thus this volume broadens the scope of research in the area of multilingual assessment.
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Available via:
Books on Demand GmbH, In de Tarpen 42, 22848 Norderstedt
Tel. : +49 40 - 53 43 35-0
Fax +49 40 - 53 43 35-84
Email buchhandel@bod.de
Web: www.bod.de
Autor*in
Eva Rodríguez González
Dr. Eva Rodríguez González is an Associate Professor in Hispanic Linguistics and Coordinator of the Spanish Second Language Program at the Department of Spanish and Portuguese at the University of New Mexico (Ph.D. University of Kansas; M.A. University of Kansas, University of Santiago de Compostela). She supervises Spanish Second Language Teaching Assistants. She has extensive experience in language teaching, researching and designing curriculum for Spanish-English & English-Portuguese learners in different contexts and levels of proficiency at the University level. Her main areas of research are 1) classroom-based language learning and 2) cognitive approaches to language acquisition. She teaches courses in Language Teaching Methodology, Second Language Acquisition and Applied Linguistics. She is particularly interested in foreign language proficiency assessment and program evaluation. She has published articles on issues in foreign language lexical and grammatical acquisition, feedback in foreign language speaking and writing and Spanish-English codeswitching.
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