Fauve De Backer

• Ghent University

This study examines the impact of linguistic accommodations on the science performance of multilingual pupils. In a randomized controlled trial conducted in Flanders (Belgium), pupils aged 9–12 were assigned to one of three conditions: a control group taking a science test in the language of schooling ( n = 64), a group receiving a written bilingua...

To date, empirical investigations of the effects of test accommodations on the actual achievement of multilingual pupils have been inconclusive. In this present study, we investigated whether read-aloud accommodation contributes to better results in terms of science achievement for multilingual pupils. A computer-based science test, conducted with...

The literature strongly emphasises the importance of constructive relationships between parents and their children’s caregivers. However, minimal empirical research has investigated relationships between language minority parents and caregivers in childcare. This large-scale study seeks to fill this gap by exploring the quality of the language mino...

De talenbewuste leraar zoekt – met alle inzichten en handvatten op zak – naar wat leerlingen nodig hebben, zodat ze zich goed voelen en zich blijven ontwikkelen tot trotse taalgebruikers. Talenbewust lesgeven komt alle leerlingen ten goede, maar is bij uitstek van belang voor leerlingen uit kwetsbare thuissituaties en leerlingen met een meertalige...

Assessment is a powerful tool for both teachers and students to get more insight into students’ competences. However, multilingual learners may be underper- forming on tests because linguistic barriers hinder them in demonstrating their content knowledge. In this study, we investigate whether multilingual assess- ment holds the potential to adjust...

One of the greatest assessment challenges is providing fair and valid tests for multilingual pupils. Since language proficiency impacts their results on content tests, accommodations are suggested to help in solving the validity issues. In this mixed methods study on multilingual assessment, pupils were divided according to three testing conditions...

A challenge in designing tests is ensuring fairness for all test takers. Pupils who are not yet sufficiently proficient in the language of schooling taking a test that was designed for native speakers is unfair, since they will not be able to demonstrate their true abilities (Abedi, J., and C. Lord. 2001. “The Language Factor in Mathematics Tests.”...

The use of non-dominant linguistic repertoires is often not valued in educational practices, let alone in educational assessment. The competences of multilingual learners are traditionally assessed by tests designed for monolinguals that do not represent the true capabilities of multilingual pupils, because their level of language proficiency in th...

Across Europe we can observe the reinforcement of monolingual education policies, despite increasing multilingualism. Recent research has shown that the emphasis is on language proficiency in the socially dominant language. This is viewed as the key to educational success. The use of other languages or linguistic repertoires is not valued in educat...