Session Information
09 SES 03 C, Linguistic Super-Diversity in Urban Areas: The Challenge of Assessment in Linguistic Super-Diversity (Part 3)
Symposium, continues from 09 Ses 01 C and 09 Ses 02 C
Contribution
Monolingual oriented school systems struggle with the consequences of society’s increasing linguistic diversity. As repeatedly confirmed by international studies, pupils with a migration background are more likely to underachieve at school. Inadequate skills in the language of schooling, German, have been pointed out as a possible reason for this performance gap. For Austrian and German school systems it thus is a new challenge to adjust education to multilingual classrooms. During the last decade numerous concepts of additive and integrated second language teaching and learning have been developed in this context. Irrespective of their structures these concepts can be effective only if teachers know about their students’ already acquired language skills. Several language assessment tools and language tests were constructed to identify students in need of additional lessons in German or to give advice and support in second language acquisition for the whole school career. This contribution gives an overview on types of language assessment tools for second language learners and language assessment tool developments such as observation procedures and profile analyses that partially also collect first language data. Furthermore core issues in multilingual language competence modeling and challenges to be overcome in tool development and use will be presented.
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