Year: 2026
Type: article
Abstract: Addressing the educational needs of bi/multilingual students in K‐12 classrooms, this study explores teachers' engagement with multilingualism in assessment practice. Drawing on fieldwork conducted with language and mathematics teachers in Ontario, Canada, the study generates empirical insight into teachers' development and use of multilingual assessment strategies to engage students' full linguistic repertoire, cultivate multilingual awareness, and enhance students' self‐efficacy and well‐being. The study contributes to the development of fair and equitable assessment tailored to the diverse sociolinguistic landscape of Canadian schools, advocating for a paradigm shift in how language and curriculum assessments are designed and implemented.
Source: TESOL Quarterly
DOI: 10.1002/tesq.70071
Authors: Saskia Van Viegen, Nancy Bell, Noah Khan
Institutions: Education University of Hong Kong, University of Toronto
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $2,850
Award: G7212556733
OpenAlex ID: W7127908516