Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • 19 - Assessing Multilinguals

  • from Part Four - Language(s) and Literacy of Multilingual Children through Schooling
  • Edited by Anat Stavans, Ulrike Jessner, Leopold-Franzens-Universität Innsbruck, Austria
  • Book:
    The Cambridge Handbook of Childhood Multilingualism
    Published online:
    18 August 2022
    Print publication:
    25 August 2022, pp 441-471

  • 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.