Despite numerous studies on the linguistic, social and cognitive benefits of bilingual schooling and biliteracy, there are very few studies on multilingual testing procedures. Multilingual testing can be used to assess children's mul-tilingual competence and, based on the testing results, to develop a sequence of didactic activities of increasing complexity meant for different learning stages. This study is based on the MSK-test for multilingual competence designed by Hofer and Jessner (2019) and shows which information can be provided by this assessment tool.We compare the subtasks of this test in terms of their complexity and discuss how the individual task types can be used for language-educational pedagogical activities.
Die Einführung von mehrsprachigen Testverfahren in deutsch-italienischen bilingualen Schulen / Eisenbeiß, S., Torregrossa, J., Listanti, A., Pinton, L., Bongartz, C.. - (2026), pp. 73-86. [10.46586/slld.462]
Die Einführung von mehrsprachigen Testverfahren in deutsch-italienischen bilingualen Schulen
Jacopo Torregrossa;Andrea Listanti;
2026-01-01
Abstract
Despite numerous studies on the linguistic, social and cognitive benefits of bilingual schooling and biliteracy, there are very few studies on multilingual testing procedures. Multilingual testing can be used to assess children's mul-tilingual competence and, based on the testing results, to develop a sequence of didactic activities of increasing complexity meant for different learning stages. This study is based on the MSK-test for multilingual competence designed by Hofer and Jessner (2019) and shows which information can be provided by this assessment tool.We compare the subtasks of this test in terms of their complexity and discuss how the individual task types can be used for language-educational pedagogical activities.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione
