Language assessment in multilingual settings: Innovative practices across formal and informal environments

Eva Rodríguez González   Rosita L. Rivera  

Synopsis

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.

Chapters

  • Foreword
    Marleen Haboud Bumachar
    Foreword
  • Integrated approaches to Language Assessment in language learning
    Introduction and chapter synopsis
    Rosita L. Rivera, Eva Rodríguez González
    Chapter 1
  • Current trends in language assessment
    Using alternative assessments in the language classroom
    Greg Thompson
    Chapter 2
  • Informing curricular alignment through alternative assessments
    The role of learner self-perceptions in Spanish second and heritage language programs
    Eva Rodríguez González, Marián Giráldez-Elizo, Sarah Schulman
    Chapter 3
  • Measuring L2 pragmatic development in the study abroad context
    Todd A. Hernández
    Chapter 4
  • Integrated assessment of Spanish heritage learners in a high school medical interpreter college/career program
    Kendra V. Dickinson, Glenn Martinez
    Chapter 5
  • Assessment in community-based heritage language programs
    The case of Brazilian Portuguese
    Gláucia V. Silva
    Chapter 6
  • Indigenous languages in higher education
    Case studies from the Amazon of Peru
    Rosa Vallejos, Fernando García, Haydée Rosales Alvarado
    Chapter 7
  • Pedagogical implications of assessment in multilingual contexts
    Rosita L. Rivera, Eva Rodríguez González
    Chapter 8

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Language assessment in multilingual settings: Innovative practices across formal and informal environments

Biographies

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.   

Rosita L. Rivera

Dr. Rosita L. Rivera is a Professor in the Department of English at the University of Puerto Rico, Mayagüez Campus. She directs the Basic English Language Program and the Language Laboratory at UPRM. She teaches ESL and applied linguistics courses. She supervises ESL Teaching Assistants. Her PhD is in Curriculum and Instruction from the Pennsylvania State University. She is also a TESOL Specialist certified by the Pennsylvania State University. She has extensive experience designing, teaching, and assessing curriculum for bilingual (Spanish-English) learners in different contexts. She has published articles in the areas of language assessment and instructional design of bilingual (Spanish-English) programs for ESL learners. Her current research interests and projects are in the areas of curriculum design and assessment of ESL learners at different proficiency levels and instructional design of online ESL courses.

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Published

December 1, 2022
LaTeX source on GitHub

Series

Current Issues in Bilingualism
Cite as
Rodríguez González, Eva & Rivera, Rosita L. (eds.). 2022. Language assessment in multilingual settings: Innovative practices across formal and informal environments . (Current Issues in Bilingualism 2). Berlin: Language Science Press. DOI: 10.5281/zenodo.6535786
Copyright (c) 2021 Rosita L. Rivera; Greg Thompson; Eva Rodríguez González; Marián Giráldez-Elizo, Sarah Schulman, Todd A. Hernández, Kendra V. Dickinson, Glenn Martinez, Gláucia V. Silva, Rosa Vallejos, Fernando García, Haydée Rosales Alvarado

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Details about the available publication format: PDF

PDF

ISBN-13 (15)

978-3-96110-344-7

doi

10.5281/zenodo.6535786

Details about the available publication format: Hardcover

Hardcover

ISBN-13 (15)

978-3-98554-040-2

Physical Dimensions

180mm x 245mm