LITERACY ASSESSMENT IN MULTILINGUAL CONTEXTS: A REVIEW OF CURRENT APPROACHES
Keywords:
Assessment, Literacy Skills, Multilingual Contexts, Overview of Current ApproachesAbstract
The assessment of literacy skills in multilingual contexts has become an important focus in the era of globalisation, where individuals increasingly interact in multiple languages. Multilingual literacy not only includes reading and writing skills, but also involves understanding culture and linguistic context. This paper reviews current approaches to multilingual literacy assessment, including the integration of computer-based technology and personalisation of assessment based on individual experience. Technology-based approaches allow for more in-depth analysis through big data and adaptation to participants' language abilities, while personalised approaches consider social, economic and educational factors. While these assessment approaches bring many benefits, they also face challenges in ensuring equity and inclusion for participants from different language backgrounds. This review emphasises the importance of using current approaches to support the development of more inclusive education policies to improve the literacy skills of multilingual communities globally.
Downloads
References
Anderson, J., & Chung, Y. C. (2023). Digital storytelling as a multilingual literacy assessment tool: A case study. Language and Education,37 (3), 289-306. https://doi.org/10.1080/09500782.2023.2168940
Canagarajah, S., & Dovchin, S. (2023). Critical multilingual awareness in literacy assessment: A case study. Literacy,57 (1), 23-39. https://doi.org/10.1111/lit.12345
Cenoz, J., & Gorter, D. (2022). Assessing multiliteracies in diverse linguistic landscapes: A mixed-methods study. International Journal of Multilingualism,19 (4), 567-584. https://doi.org/10.1080/14790718.2022.2052509
Conklin, K., & Pellicer-Sánchez, A. (2023). Eye-tracking technology in multilingual literacy assessment: New insights and methodologies. Applied Psycholinguistics,44 (2), 439-465. https://doi.org/10.1017/S0142716423000012
Cooper, H. M. (2010). Research Synthesis and Meta-Analysis: A Step-by-Step Approach (4th ed.). SAGE Publications Ltd.
Creswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications Ltd.
Deardorff, D. K., & Arasaratnam-Smith, L. A. (2020). Assessing intercultural competence in multilingual contexts: A mixed-methods approach. Intercultural Education,31 (5), 508-526. https://doi.org/10.1080/14675986.2020.1800666
Fiteriadi, R., Aslan, & Eliyah. (2024). THE IMPLEMENTATION OF THE TAHFIDZ AL-QUR'AN PROGRAMME AT AL-FURQON INTEGRATED ISLAMIC PRIVATE PRIMARY SCHOOL. JUTEQ: JOURNAL OF THEOLOGY & TAFSIR, 1(4), 152–161.
Garcia, A., & Lee, S. (2021). Environmental factors influencing emotional competence in preschoolers. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2021.01.003
Hamp-Lyons, L., & Qian, D. (2021). Portfolio assessment in multilingual writing classrooms: A longitudinal study. Assessing Writing,48 , 100529. https://doi.org/10.1016/j.asw.2021.100529
Hapinas, H., Aslan, A., & Hasanah, M. (2025). THE APPLICATION OF AUDIO-VISUAL MEDIA AS AN EFFORT TO INCREASE STUDENT INTEREST IN LEARNING IN THE SUBJECT OF AKIDAH AKHLAK IN CLASS VII MTSS YASTI PIMPINAN IN THE 2023-2024 ACADEMIC YEAR. Journal of Communication,3 (1), Article 1.
Horner, B., & Alvarez, S. P. (2020). Assessing multilingual writers: Toward a translingual approach. College English,82 (5), 527-544. https://doi.org/10.1080/10790195.2020.1813846
Jewitt, C., & Kress, G. (2020). Multimodal literacy assessment in multilingual classrooms: Challenges and innovations. International Journal of Bilingual Education and Bilingualism,23 (7), 825-840. https://doi.org/10.1080/13670050.2020.1766052
Judijanto, L., & Aslan, A. (2025). ADDRESSING DISPARITIES IN MULTISECTORAL EDUCATION: LEARNING FROM AN INTERNATIONAL LITERATURE REVIEW. Indonesian Journal of Education (INJOE),5 (1), Article 1.
Kim, Y., & Jang, E. (2022). Technology-enhanced assessment of multilingual literacies: A systematic review. Computer Assisted Language Learning,35 (8), 1589-1618. https://doi.org/10.1080/09588221.2022.2058103
King, K. A., & Fogle, L. W. (2021). Family language policy and multilingual literacy assessment: A sociolinguistic perspective. International Journal of Multilingualism,18 (2), 248-265. https://doi.org/10.1080/14790718.2021.1889501
Kitchenham, B. (2004). Procedures for Performing Systematic Reviews. Keele University Technical Report, 33(55), 1–26.
Klingner, J. K., & Eppolito, A. M. (2022). Assessing multilingual learners with learning disabilities: Current challenges and future directions. Learning Disabilities Research & Practice,37 (1), 56-69. https://doi.org/10.1111/ldrp.12298
Kunnan, A. J., & Grabowski, K. (2023). Equity in multilingual literacy assessment: Addressing bias and fairness. Language Assessment Quarterly,20 (2), 113-130. https://doi.org/10.1080/15434303.2023.2168941
Lee, O., & Llosa, L. (2021). Multilingual assessment in science education: Challenges and opportunities for diverse learners. Science Education,105 (1), 128-152. https://doi.org/10.1002/sce.21684
Li, W., & Seltzer, K. (2020). Translanguaging in literacy assessment: Implications for policy and practice. Journal of Language, Identity & Education,19 (6), 374-388. https://doi.org/10.1080/15235882.2020.1814517
Moschkovich, J. N., & Zahner, W. (2021). Multilingual assessment in mathematics: Language as a resource for problem-solving. International Journal of Science and Mathematics Education,19 (7), 1391-1411. https://doi.org/10.1007/s10763-021-10168-z
Purike, E., & Aslan, A. (2025). A COMPARISON OF THE EFFECTIVENESS OF DIGITAL AND TRADITIONAL LEARNING IN DEVELOPING COUNTRIES. Indonesian Journal of Education (INJOE),5 (1), Article 1.
Shohamy, E., & Menken, K. (2021). Multilingual assessment practices in global education: A comparative analysis. International Journal of Bilingual Education and Bilingualism,24 (6), 810-826. https://doi.org/10.1080/13670050.2021.1889503
Smith, J. K., & Brown, A. L. (2021). Budgeting for Civic Education: Challenges and Opportunities. Journal of Public Affairs Education,27 (2), 167-185. https://doi.org/10.1080/15236803.2020.1852701
Solano-Flores, G., & Chia, M. (2021). Developing culturally responsive literacy assessments for multilingual learners. TESOL Quarterly,55 (1), 226-253. https://doi.org/10.1002/tesq.3012
Taguchi, N., & Roever, C. (2022). Assessing pragmatic competence in multilingual contexts: Challenges and solutions. Language Teaching,55 (3), 305-320. https://doi.org/10.1017/S0261444822000155
Wei, L., & Lin, A. M. Y. (2020). Assessing multilingual learners' oral skills: Integrating translanguaging practices. Language Assessment Quarterly,17 (4), 357-372. https://doi.org/10.1080/15434303.2020.1810628
Zhang, L. J., & Zhang, D. (2023). Metacognitive awareness in multilingual literacy assessment: Implications for instruction. System,114 , 102934. https://doi.org/10.1016/j.system.2023.102934
