Webinar on Assessing Multilingual Classrooms by Dr. Carol Benson (MLE Series by NCMLEI)
Student assessment is a hot topic in the education world. With multiple languages being used in the classroom, assessment practices need to be adjusted. In a recent webinar Carol Benson challenged us all to design student assessments in a multilingual way. As she does not only talk about the theory but also gives practical examples it is definitely worth listening to!
The National Consortium on Multilingual Education in India hosted their third talk in their Multilingual Education (MLE) series on the 3rd of December. The topic was “Assessing Multilingual Learners Multilingually” by MLE expert Dr. Carol Benson. Dr. Benson is an Associate Professor in Columbia University(Education and Literacy) and also the founder and Director of MLE International, which works on L1 based Multilingual Education.
The talk primarily focused on innovative approaches to assessing multilingual learners, with a particular emphasis on fostering metalinguistic awareness and assessing meaning-making skills alongside accuracy. A new assessment method involved asking students to write in both their first language (L1) and second language (L2), revealing that students proficient in L1 or first language(mother tongue) generally performed better in L2 (the second language)as well. This approach highlighted the significance of encoding skills and the potential for educators to identify learning gaps and areas requiring reinforcement. For instance, certain classrooms with underperforming learners revealed teaching deficiencies, emphasizing the importance of effective instruction.
Further discussions centered on contrasting multilingual learners (MLE) with non-MLE peers. While MLE learners exhibited significant expressive capabilities in both L1 and L2, non-MLE learners struggled, often restricted to minimal writing in L2 without meaningful self-expression. These findings underscored the value of multilingual education in enhancing cognitive and linguistic transfer. Another example discussed the use of integrated assessments, such as bilingual worksheets for science topics, which allowed learners to demonstrate understanding in both languages. This approach proved effective, as students' comprehension and learning became more evident when they used their home languages.
Finally, the talk highlighted the need to rethink assessments to better capture multilingual learners' unique abilities. Educators were encouraged to assess oral and written skills through a continuum rather than rigid right-or-wrong rubrics, focusing on progress and meaning. A challenge proposed was to devise ways to measure the "superpowers" of multilingual learners, such as their metalinguistic awareness and cognitive flexibility. Practical examples included interactive teaching-assessment activities, like using multilingual alphabet charts, which facilitated both language learning and formative assessment. This balanced approach allows educators to address linguistic accuracy while fostering deeper comprehension and connection to learners' multilingual identities.
This talk is a wake-up call to rethink the linguistic frameworks of India's assessment practices. With a growing emphasis on the National Education Policy 2020 advocating for multilingual education, discussions like these are critical for shaping inclusive and sustainable evaluation strategies. Dr. Benson's presentation reinforced the idea that honoring linguistic diversity in education is not just a cultural imperative but also a crucial step toward equitable learning outcomes. As India moves forward in its educational reforms, adopting multilingual practices will be key to addressing systemic inequalities and ensuring that every child, regardless of their linguistic background, has the opportunity to show what they have learned .
Regards,
Karsten, in collaboration with Upasana Lepcha
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Photo: Image created with the assistance of OpenAI's DALL·E tool.