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Constructions of the Literacy Competence Levels of Multilingual Students

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Title: Constructions of the Literacy Competence Levels of Multilingual Students
Language: English
Authors: Holm, Lars
Source: Language and Education. 2017 31(5):449-462.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Multilingualism, Literacy Education, Standardized Tests, Elementary School Students, Indo European Languages, Equal Education, Guidelines, Teacher Attitudes, Test Validity, Academic Discourse, Ethics, Literacy, Foreign Countries, Elementary School Teachers, Interviews, Psychometrics, Native Language, Scores, Second Language Learning, Ethnicity, Ethnography, Semi Structured Interviews, Achievement Tests, International Assessment, Secondary School Students
Geographic Terms: Denmark
Assessment and Survey Identifiers: Program for International Student Assessment
DOI: 10.1080/09500782.2017.1305397
ISSN: 0950-0782
Abstract: The aim of this article is to examine teachers' constructions of the literacy competence levels of multilingual students. The study is based on a Latour-inspired theoretical understanding of standardised literacy testing as a social practice, and focuses on teachers' perceptions of and practices concerning compulsory national standardised literacy testing in three Danish primary classes containing a number of multilingual students. The analysis reveals that the teachers embed the national standardised tests and their results in a broader competence framework in which a test-based and an everyday-based construction of competence operate side by side in sometimes conflicting ways. The analysis also shows that the teachers' navigation between the two constructions of competence is closely related to central issues in the international academic discourse about the validity of standardised literacy testing of multilingual students. These findings give reason to question and discuss equality-oriented educational programmes and strategies for multilingual students in which standardised literacy testing plays a central role, and to discuss ethical issues around the production and use of standardised literacy tests in educational contexts which are characterised by linguistic diversity.
Abstractor: As Provided
Number of References: 51
Entry Date: 2017
Accession Number: EJ1147797
Database: ERIC
FullText Text:
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  Data: Constructions of the Literacy Competence Levels of Multilingual Students
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Indo+European+Languages%22">Indo European Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Discourse%22">Academic Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Psychometrics%22">Psychometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnography%22">Ethnography</searchLink><br /><searchLink fieldCode="DE" term="%22Semi+Structured+Interviews%22">Semi Structured Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22International+Assessment%22">International Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink>
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  Data: The aim of this article is to examine teachers' constructions of the literacy competence levels of multilingual students. The study is based on a Latour-inspired theoretical understanding of standardised literacy testing as a social practice, and focuses on teachers' perceptions of and practices concerning compulsory national standardised literacy testing in three Danish primary classes containing a number of multilingual students. The analysis reveals that the teachers embed the national standardised tests and their results in a broader competence framework in which a test-based and an everyday-based construction of competence operate side by side in sometimes conflicting ways. The analysis also shows that the teachers' navigation between the two constructions of competence is closely related to central issues in the international academic discourse about the validity of standardised literacy testing of multilingual students. These findings give reason to question and discuss equality-oriented educational programmes and strategies for multilingual students in which standardised literacy testing plays a central role, and to discuss ethical issues around the production and use of standardised literacy tests in educational contexts which are characterised by linguistic diversity.
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