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

Rosita L. Rivera   Eva Rodríguez González  

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

  • Integrated approaches to Language Assessment in language learning
    Introduction and chapter synopsis
    Rosita L. Rivera, Eva Rodríguez González
  • Current trends in language assessment
    Using alternative assessments in the language classroom
    Greg Thompson
  • 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
  • Measuring L2 pragmatic development in the study abroad context
    Todd A. Hernández
  • Integrated assessment of Spanish heritage learners in a high school medical interpreter college/career program
    Kendra V. Dickinson, Glenn Martinez
  • Assessment in community-based heritage language programs
    The case of Brazilian Portuguese
    Gláucia V. Silva
  • Indigenous languages in higher education
    Case studies from the Amazon of Peru
    Rosa Vallejos, Fernando García, Haydée Rosales Alvarado
  • Pedagogical implications of assessment in multilingual contexts
    Rosita L. Rivera, Eva Rodríguez González

Biographies

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.

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.   

book cover

Published

October 4, 2021
LaTeX source on GitHub
Cite as
Rivera, Rosita L. & Rodríguez González, Eva (ed.). 2021. Language assessment in multilingual settings: Innovative practices across formal and informal environments . (Current Issues in Bilingualism). Berlin: Language Science Press.

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