从测试到教学:国际学校多语言学习者的公平

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Teachers College Record Pub Date : 2023-08-01 DOI:10.1177/01614681231194413
Jonas Nordmeyer
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引用次数: 0

摘要

背景/背景:如今,以英语为媒介的私立学校越来越多地采用多语言教学,这对传统的单语言英语测试和教学模式构成了挑战。多语言学习者——能够在学校使用多种语言的学生——更容易受到英语标准化考试的负面影响,因为在许多学校,这些评估仅用于确定学生的熟练程度,以进行安排、标记或跟踪。国际学校为研究语言与公平的交集提供了一个有用的环境。作为位于复杂的跨国和后殖民语言生态系统中的独立机构,国际学校确定了自己在当地的英语语言评估和支持政策和计划。目的/目的/研究问题/研究重点:本文是关于测试和教学之间的关系,以及教育工作者如何在特定的国际学校网络中描述这种关系。考察多语言学习者的英语语言评估和教学之间的关系有助于描述通往更具包容性的学校的途径。探究学校如何利用多语言学习者的优势,需要重新思考英语单语规范作为学习的独家途径和特权的标志。此外,对全球学校网络的研究表明,在美国开发的资源如何在全球范围内得到更大的利用:在课堂层面,在全校范围内,以及在跨国教育联盟中。研究设计:我使用混合方法分析来调查教育工作者如何描述为多语言学习者服务的项目。我分析了全球500所国际学校的教育工作者所写的基于学校的故事,以探究测试和教学之间的关系。发现/结果:在这个特殊的全球网络中,我发现教育工作者描述了英语语言评估与其他项目组成部分之间的联系:基于资产的方法、专业学习和全校范围内为多语言学习者服务的系统。我解释了将评估和教学联系起来的系统方法如何有助于为多语言学习者提供更公平的学校。此外,通过比较最近加入网络的学校和加入网络三年或三年以上的学校,我确定了一个发展轨迹,从主要关注英语语言评估到增加合作实践,为多语言学校社区服务。结论/建议:这项初步研究对多语学习者的独立学校和教育者具有重要意义。了解全球和地方如何整合说明学校如何适应而不是采用新的评估和教学资源:既改变也被新工具改变。通过描述英语语言评估工具和相关实践社区对全校系统的影响,以更好地为多语言学习者服务,本研究有可能为未来的学校改进工作提供信息。尽管多语言在独立学校中的作用仍然存在关键问题,但本研究提供了一个视角,通过这个视角,我们可以理解思想和实践在不同空间中的运动。
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From Testing to Teaching: Equity for Multilingual Learners in International Schools
Background/Context: The landscape of English-medium independent schools today is increasingly multilingual, challenging traditional monolingual norms of English testing and teaching. Multilingual learners—students who are able to navigate school in more than one language—are more vulnerable to the negative impacts of standardized tests in English because in many schools, these assessments are used solely to determine students’ proficiency for placement, labeling, or tracking purposes. International schools provide a useful context in which to investigate the intersection of language and equity. As independent institutions situated in complex transnational and postcolonial linguistic ecosystems, international schools determine their own local policies and programs for English language assessment and support. Purpose/Objective/Research Question/Focus of Study: This article is about the relationship between testing and teaching, and how educators describe this relationship within a particular network of international schools. Examining the relationship between English language assessment and instruction for multilingual learners helps to describe pathways toward more inclusive schools. Inquiring into how schools can build on the assets of multilingual learners requires rethinking the monolingual norm of English as an exclusive path for learning and a marker of privilege. Additionally, studying a global network of schools illustrates how resources that were developed in the United States can be used more globally: at the classroom level, within a whole-school context, and across a transnational educational consortium. Research Design: I use a mixed-methods analysis to investigate how educators describe programs that serve multilingual learners. I analyze school-based narratives written by educators across a global consortium of 500 international schools to inquire into the relationship between testing and teaching. Findings/Results: Within this particular global network, I found that educators describe links between English language assessments and other program components: an asset-based approach, professional learning, and school-wide systems to serve multilingual learners. I explain how a systemic approach to connecting assessments and instruction can contribute to more equitable schools for multilingual learners. Additionally, by comparing schools that recently joined the network and schools that had been members for three or more years, I identified a developmental trajectory, moving from a primary focus on English language assessments to increased collaborative practices for serving a multilingual school community. Conclusions/Recommendations: This initial research has important implications for independent schools and educators of multilingual learners. Understanding how the global and the local integrate illustrates how schools can adapt rather than adopt new assessments and instructional resources: both changing and being changed by new tools. By describing the impact of an English language assessment tool and an associated community of practice on school-wide systems to better serve multilingual learners, this study has the potential to inform future school improvement efforts. Although critical questions remain about the role of multilingualism in independent schools, this study provides a lens through which to understand the movement of ideas and practices across diverse spaces.
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来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
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