ABSTRACT

The language assessment issues discussed in this paper are set against the backdrop of the English as an additional language (EAL) provision for students from ethnic and linguistic minority communities in the publicly funded school education system in England. We will first provide a background description of the educational response to linguistic minorities in the school system in England from a historical perspective. In the second section the discussion is focussed on the relationship between educational needs and assessment, paying particular attention to the situated affordances of formative and summative assessments in relation to the EAL provision in school. After that we will give an account of some of the key conceptual and empirical issues associated with the research and development of an EAL assessment framework for school education. In the concluding remarks we will comment on a number of theoretical, design and usability matters that have emerged from practical application.

摘要

本文中讨论的语言评估问题是在英国公共资助的学校教育系统中为来自少数民族和语言少数群体的学生提供的英语作为附加语言 (EAL) 规定的背景下设置的。我们将首先从历史的角度对英格兰学校系统中对语言少数群体的教育反应进行背景描述。在第二部分中，讨论的重点是教育需求和评估之间的关系，特别关注与学校 EAL 规定相关的形成性和终结性评估的情境可供性。之后，我们将介绍与学校教育 EAL 评估框架的研究和开发相关的一些关键概念和实证问题。