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CATEGORIES:Second Language Education Group
SUMMARY:Plurilingualism and Assessment  (with reference to
  the new Common European Framework of Reference fo
 r Languages Companion Volume) - Dr. Nick Saville\,
  Cambridge English Assessment
DTSTART;TZID=Europe/London:20191121T170000
DTEND;TZID=Europe/London:20191121T183000
UID:TALK129592AThttp://talks.cam.ac.uk
URL:http://talks.cam.ac.uk/talk/index/129592
DESCRIPTION:In this talk I will present a perspective on pluri
 lingualism based on the assertion that language as
 sessment is fundamentally linked to language learn
 ing. As Jones and Saville (2016) note\, there are 
 ‘two key purposes of assessment: to promote learni
 ng\, and to measure and interpret what has been le
 arned.’  \nBut in which ways can these twin goals 
 be achieved more effectively?\nIn educational cont
 exts\, the language to be learned has traditionall
 y been viewed as an additional or foreign language
 \, defined by Kunnan and Saville (2019) as a codif
 ied or standard language\, that is taught and asse
 ssed as a school subject.  However\, Martyniuk and
  others have pointed out that language learning ca
 n be viewed differently when using the lens of plu
 rilingualism. This heteroglossic approach focuses 
 on an individual’s entire plurilingual repertoire\
 , including all standard languages and dialects at
  varying levels of proficiency. MacSwan (2017) ter
 ms this individual multilingualism.\nIn this talk 
 I use the Common European Framework of Reference f
 or Languages (CEFR)’s definition of plurilingualis
 m and focus on the recently published Companion Vo
 lume (Council of Europe\, 2018). This document has
  two new sets of descriptors for plurilingualism: 
 plurilingual comprehension and building plurilingu
 al repertoires. \nHeteroglossic approaches of this
  kind have grown in recent years (e.g. Blackledge 
 & Creese\, 2010)\, but the impact on language asse
 ssment has been limited (Schissel\, De Korne and L
 ópez-Gopar\, 2018).  This is set to change. The lo
 ng-term goal should be to align learning and asses
 sment effectively to create the necessary conditio
 ns for building plurilingual repertoires. To achie
 ve this\, there will need to be new forms of pluri
 lingual assessment\, with technology inevitably pl
 aying a key role.\n
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge
 \, CB2 8PQ\, Room 1S3
CONTACT:Ann Waterman
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