Multilingual Assessment: Levelling the Cognition–Emotion Playing Field at the University of the Western Cape

Abstract

Abstract This article examines the relatively understudied question of how cognition and emotion (as induced by language) interact in assessment situations in higher education contexts. It does so against the backdrop of different outcomes for students with varying forms of linguistic cultural capital in South African higher education. Applying phenomenology as methodology, we unpack the ways in which students at the University of the Western Cape experience both monolingual and multilingual assessment from the standpoint of the cognition– emotion interface. The findings show that while monolingual assessment created affective barriers to cognition, a far more enabling environment was created by the provision of alternative multilingual linguistic arrangements. The article reflects on the implications of the analysis both for levelling the playing field in a context where language is a major source of inequality and for scholarship on language in assessment.