Maria Stathopoulou, Magdalini Liontou, Phyllisienne Gauci & Sílvia Melo-Pfeifer (CIDTFF) | In K. Vogt & B. E. Antia (eds.), Multilingual Assessment – Finding the Nexus?
O capítulo em que a investigadora Sílvia Melo-Pfeifer (CIDTFF, University of Hamburg) é coautora com Maria Stathopoulou (Hellenic Open University), Magdalini Liontou (University of Oulu) e Phyllisienne Gauci (University of Malta), resulta do projeto Mediation in teaching, learning and assessment (METLA), financiado e apoiado pelo European Center of Modern Languages (ECML) do Conselho da Europa.
O livro “Multilingual Assessment – Finding the Nexus?”, editado por Karin Vogt e Bassey Edem Antia, está disponível em acesso aberto para download gratuito em formato pdf e epub.
Resumo do capítulo:
Despite growing interest and renewed calls to embrace a multilingual turn in education, particularly in terms of development and implementation of plurilingual pedagogies, a pervasive monolingual mindset is still observable in the field of assessment. In this contribution, we present the main characteristics of cross-linguistic mediation as an ability to be considered in the foreign/second/heritage language classroom and discuss why and how it is particularly appropriate to renew assessment practices anchored in a monolingual tradition. The point of departure for our reflections is the Mediation in Teaching, Learning and Assessment (METLA) project within the European Centre for Modern Languages (ECML), which sees cross-linguistic mediation as part of an individual’s plurilingual repertoire. At the heart of the project is the view that alternative assessment tasks, which allow for the use of different languages, are useful in evaluating learners’ performance in mediation as well as in developing learners’ mediation skills as learners are encouraged to reflect on the entire mediation process.
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Referência:
Stathopoulou, M., Liontou, M., Gauci, P., & Melo-Pfeifer, S. (2024). Assessing cross-linguistic mediation: Insights from the METLA project. In K. Vogt & B. E. Antia (eds.), Multilingual Assessment – Finding the Nexus? (pp. 235-258). https://www.peterlang.com/document/1453166
