Book contents
- The Cambridge Handbook of Childhood Multilingualism
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Childhood Multilingualism
- Copyright page
- Contents
- Figures
- Tables
- About the Editors
- Contributors
- Acknowledgments
- Multilingualism Is Not Bilingualism +1: An Introduction
- Part One Becoming and Being a Multilingual Child
- Part Two Cognition and Faculties in Multilinguals
- Part Three Family Language Policy
- Part Four Language(s) and Literacy of Multilingual Children through Schooling
- 15 Being Plurilingual in the Language Classroom
- 16 Literacy Development in the Multilingual Child: From Speaking to Writing
- 17 Attitudes, Motivations, and Enjoyment of Reading in Multiple Languages
- 18 Growing Up with Multilingual Literacies and Implications for Spelling
- 19 Assessing Multilinguals
- 20 Plurilingualism and Young Children’s Perspectival Cognition
- Part Five Socialization in Childhood Multilingualism
- Part Six Multilingual Children’s Landscape
- Subject Index
- Country Index
- Language Index
- References
19 - Assessing Multilinguals
from Part Four - Language(s) and Literacy of Multilingual Children through Schooling
Published online by Cambridge University Press: 18 August 2022
- The Cambridge Handbook of Childhood Multilingualism
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Childhood Multilingualism
- Copyright page
- Contents
- Figures
- Tables
- About the Editors
- Contributors
- Acknowledgments
- Multilingualism Is Not Bilingualism +1: An Introduction
- Part One Becoming and Being a Multilingual Child
- Part Two Cognition and Faculties in Multilinguals
- Part Three Family Language Policy
- Part Four Language(s) and Literacy of Multilingual Children through Schooling
- 15 Being Plurilingual in the Language Classroom
- 16 Literacy Development in the Multilingual Child: From Speaking to Writing
- 17 Attitudes, Motivations, and Enjoyment of Reading in Multiple Languages
- 18 Growing Up with Multilingual Literacies and Implications for Spelling
- 19 Assessing Multilinguals
- 20 Plurilingualism and Young Children’s Perspectival Cognition
- Part Five Socialization in Childhood Multilingualism
- Part Six Multilingual Children’s Landscape
- Subject Index
- Country Index
- Language Index
- References
Summary
As the number of young multilinguals continues to grow globally, there is a parallel need for fair and effective assessment of multilingual development. This chapter aims to provide a state-of-the art picture of the critical and unique needs of assessing multilingual children from ages 3 to 11. We first define the “multilingual” population and survey two domains of assessment: language proficiency and content area knowledge. We then address the challenges of assessing multilinguals in three key areas: (1) the heterogeneity in the young multilingual population, (2) the articulation of connections between language and content, and (3) the difficulties in differentiating between typically developing multilingual development and language learning difficulties (also known as developmental language disorders) or learning difficulties. We conclude the chapter with a discussion of the future of multilingual assessment practices, considering the roles of technology in multilingual assessments, dynamic assessment, and the application of translanguaging in assessing multilinguals.
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- Information
- The Cambridge Handbook of Childhood Multilingualism , pp. 441 - 471Publisher: Cambridge University PressPrint publication year: 2022