ABSTRACT

The increasing representation of young language-minority students in school settings around the world and recent insights into multilingualism as apotential reggsource for language learning and development call for acritical study of theoretical and practical implications for the field of language teaching and assessment. Relatively little attention has been devoted to exploring the assessment of very young students’ language proficiency in the context of multilingualism. The current study explores the role of multilingualism in language assessment in the Norwegian school context Table 1.

The study is based on teachers’ perceptions and practices as regards the way centrally and locally mandated language assessment is carried out in EFL and Norwegian (language arts) in amultilingual elementary school in Norway. The results of the study identify factors that impact on the enactment of language assessment at the beginner level and the assumptions underlying these practices. The paper contributes to our understanding of issues of validity and social consequences in connection with assessment in amultilingual education environment.

摘要

在世界各地的学校环境中，年轻的语言少数族裔学生所占的比例越来越高，最近对于使用多种语言作为语言学习和发展的潜在来源的见解要求对语言教学和评估领域的理论和实践意义进行严格的研究。在使用多种语言的情况下，相对很少的注意力投入到探索非常年轻的学生的语言能力评估上。当前的研究探讨了在挪威学校环境中多语制在语言评估中的作用表1。

这项研究基于教师对挪威多语小学中的EFL和挪威语（语言艺术）进行集中和本地授权语言评估方式的看法和实践。研究结果确定了影响初学者语言评估实施的因素以及这些做法的基础假设。本文有助于我们对多语言教育环境中的评估与有效性和社会后果问题的理解。