ERIC Number: EJ986194
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-5841
EISSN: N/A
Assessment of Bilingual/Multilingual Pre-K-Grade 12 Students: A Critical Discussion of Past, Present, and Future Issues
Gonzalez, Virginia
Theory Into Practice, v51 n4 p290-296 2012
This article examines major unresolved challenges in the assessment of pre-K-grade 12 multilingual students in US public schools. The ethnic educator approach advocates for a change of paradigms in assessment, one that abandons the medical model to incorporate socio-constructivist theoretical perspectives and pluralistic and progressive social justice ideologies that respect, value, and celebrate the cultural-linguistic diversity of bilingual/multilingual students. Past, present, and future challenges in the assessment of multilingual students are discussed, emphasizing the need: (a) for teacher preparation programs to include training in classroom-based assessments, (b) to use the students' first language for linking assessment to academic competence across content areas, and (c) to use classroom-based assessments representing the students' cultural and socio-economic status (SES) backgrounds. Some recommendations for future research on best practices in the assessment of bilingual/multilingual students are made.
Descriptors: Social Justice, Preservice Teacher Education, Ideology, Best Practices, Bilingualism, Multilingualism, Constructivism (Learning), Socioeconomic Status, Student Evaluation, Native Language, Language Usage, Cultural Background, English (Second Language), Second Language Learning
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A