HSRC IR Repository

Multilingualism(s) and system-wide assessment: a southern perspective

Show simple item record

dc.date.accessioned 2020-02-19T14:48:31Z
dc.date.available 2020-02-19T14:48:31Z
dc.date.issued 2017-01-11 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/10491
dc.description.abstract Rapidly changing demographics challenge education systems everywhere. Multilingualism, in particular, brings challenges in curriculum, pedagogy and assessment. Here we draw attention to contexts and practices of multilingual education in southern settings that differ from those in northern ones. Whereas much of the literature indicates that multilingual assessment is necessary for reasons of social justice and equity, it remains either elusive or contained to minority communities in Europe and North America. The purpose here is to draw attention to a century of system-wide bilingual and multilingual education policies, practices and assessment in South Africa. The bi-/multilingual design of large scale assessment measures student knowledge in two or three languages (as conventionally understood). Although not anticipated in policy, it also permits students to make use of their bilingual or multilingual repertoires in high-stakes examinations. We demonstrate that, while challenging to design and administer, students' multilingual repertoires can be brought into the design of large-scale assessment. System-wide use of bi-/multilingual assessments can also address concerns of equity and social justice. Longitudinal data from system-wide assessment further indicate that code-switching and trans-languaging are promising only when used to increase students' repertoires for both horizontal purposes and vertical access to language/s of power. en
dc.format.medium Print en
dc.subject EQUALITY en
dc.title Multilingualism(s) and system-wide assessment: a southern perspective en
dc.type Journal Article en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.Volume November en
dc.BudgetYear 2016/17 en
dc.ResearchGroup Education and Skills Development en
dc.SourceTitle Language and Education en
dc.ArchiveNumber 9517 en
dc.PageNumber Online en
dc.outputnumber 8373 en
dc.bibliographictitle Heugh, K., Prinsloo, C., Makgamatha, M., Diedericks, G. & Winnaar, L. (2016) Multilingualism(s) and system-wide assessment: a southern perspective. <i>Language and Education</i>. November:Online. en
dc.publicationyear 2016 en
dc.contributor.author1 Heugh, K. en
dc.contributor.author2 Prinsloo, C. en
dc.contributor.author3 Makgamatha, M. en
dc.contributor.author4 Diedericks, G. en
dc.contributor.author5 Winnaar, L. en

Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record

Search HSRC IR


My Account