Bi/Multilingual Testing for Bi/Multilingual Students: Policy, Equality, Justice, and Future Challenges

Autor/inn/en	Shohamy, Elana; Tannenbaum, Michal; Gani, Anna
Titel	Bi/Multilingual Testing for Bi/Multilingual Students: Policy, Equality, Justice, and Future Challenges
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 9, S.3448-3462 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tannenbaum, Michal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2062665
Schlagwörter	Scores; Comparative Analysis; Hebrew; Arabic; Russian; Immigrants; Multilingualism; Educational Policy; Second Language Learning; Second Language Instruction; Arabs; Language of Instruction; Native Language; Student Evaluation; Evaluation Methods; Protocol Analysis; Student Attitudes; Test Format; Culture Fair Tests; Testing Accommodations; Foreign Countries; Minority Group Students; Reading Comprehension; Writing Tests; Grade 9; Grade 10; Secondary School Students; Israel; USSR + Suchen Sie Ihr Suchwort? Arabisch; Russisch; Immigrant; Immigrantin; Immigranten; Mehrsprachigkeit; Multilingualismus; Politics of education; Bildungspolitik; Zweitsprachenerwerb; Fremdsprachenunterricht; Arab; Araber; Teaching language; Unterrichtssprache; Schulnote; Studentische Bewertung; Schülerverhalten; Testentwicklung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Ausland; Leseverstehen; Writing test; Schreibtest; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler
Abstract	Notwithstanding the introduction of education multilingual policies worldwide, testing and assessment procedures still rely almost exclusively on the monolingual construct. This paper describes a study, part of a larger project fostering a new multilingual education policy in Israeli schools, exploring bi/multilingual assessment. It included two types of second language learners--immigrants from the Former Soviet Union, who learn all their school subjects in Hebrew, and Arab students, whose school language of instruction is Arabic but who learn some subjects in Hebrew. The experimental groups received a bilingual version of a test (Hebrew-Russian; Hebrew Arabic) and the control groups a Hebrew-only version. In the Russian-speaking experimental group, students received significantly higher scores than in the control group, while no significant differences surfaced between the groups among the Arabic-speaking students. Yet, attitudes toward bilingual assessment, evaluated via questionnaires, think aloud protocols and focus groups, were highly positive in both groups, addressing the availability of L1 in the test as contributing greatly to a more relaxed and positive approach. Multilingual tools emerged as a fairer method of assessing knowledge for second-language learners, who cannot fully demonstrate their academic knowledge in L2, and their use is recommended as part of the new multilingual policy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01