Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies

By E. Shohamy. 2011

269 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/3cdc3778d425007930620026b623bffe0852a30f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Deborah K. Palmer

In Language and Linguistics

1. Deborah K. Palmer
2. Melinda Martin‐Beltrán

In Literature and Literary Theory

1. Deborah K. Palmer
2. Melinda Martin‐Beltrán

Citations in the corpus

• Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All: Proposing a Fourth Fundamental Goal for Two-Way Dual Language Education (2019, background): “Educators must interrogate the judgments that such systems make against young bilinguals and (re)assert their commitment to bilingualism and biliteracy by engaging alternative assessment practices (Shohamy, 2011).”
• Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry (2017, unknown): “…and researchers who incorporated translanguaging supports for discussions about text, encouraged students to deploy translanguaging in planning writing or oral presentations, and allowed translanguaging in assessment (for specific examples of translanguaging in assessment, see Shohamy, 2011).”