High stakes assessment of heritage languages:: The case of the Victorian Certificate of Education

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

The opportunity to receive credit toward a high school diploma for heritage language study has been shown to act as a major factor in motivating students to enroll in heritage language (HL) classes. Such courses can allow students to develop higher order literacy skills in the heritage language and help prepare them to use the HL in work contexts. But the heterogeneity of the HL student body creates a number of challenges for equitable assessment. In this chapter, I explore these issues through the lens of the Victorian Certificate of Education, where students may choose from 41 different languages on offer. Most languages in Victoria are only offered at one level only, and I show how this system has encouraged highly proficient recent migrants to enroll in these subjects, sometimes to the detriment of second generation migrants. I also
explore what is taught and assessed in these courses and the degree to which it matches the interests and needs of HL learners. I conclude with recommendations for educators looking to develop their own high-stakes courses for heritage language learners.
LanguageEnglish
Title of host publicationHandbook of Research and Practice in Heritage Language Education
EditorsPeter Pericles Trifonas, Themistoklis Aravossitas
Place of PublicationCham Switzerland
PublisherSpringer
Pages429-444
Number of pages16
ISBN (Electronic)9783319446943
ISBN (Print)9783319446929
StatePublished - 2018

Publication series

NameSpringer International Handbooks of Education
PublisherSpringer

Keywords

  • Assessment
  • Chinese Heritage languages
  • Highstakes assessment
  • Language policy in education Victoria

Cite this

Willoughby, L. (2018). High stakes assessment of heritage languages: The case of the Victorian Certificate of Education. In P. P. Trifonas, & T. Aravossitas (Eds.), Handbook of Research and Practice in Heritage Language Education (pp. 429-444). (Springer International Handbooks of Education). Cham Switzerland: Springer.
Willoughby, Louisa. / High stakes assessment of heritage languages: The case of the Victorian Certificate of Education. Handbook of Research and Practice in Heritage Language Education. editor / Peter Pericles Trifonas ; Themistoklis Aravossitas. Cham Switzerland : Springer, 2018. pp. 429-444 (Springer International Handbooks of Education).
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abstract = "The opportunity to receive credit toward a high school diploma for heritage language study has been shown to act as a major factor in motivating students to enroll in heritage language (HL) classes. Such courses can allow students to develop higher order literacy skills in the heritage language and help prepare them to use the HL in work contexts. But the heterogeneity of the HL student body creates a number of challenges for equitable assessment. In this chapter, I explore these issues through the lens of the Victorian Certificate of Education, where students may choose from 41 different languages on offer. Most languages in Victoria are only offered at one level only, and I show how this system has encouraged highly proficient recent migrants to enroll in these subjects, sometimes to the detriment of second generation migrants. I also explore what is taught and assessed in these courses and the degree to which it matches the interests and needs of HL learners. I conclude with recommendations for educators looking to develop their own high-stakes courses for heritage language learners.",
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Willoughby, L 2018, High stakes assessment of heritage languages: The case of the Victorian Certificate of Education. in PP Trifonas & T Aravossitas (eds), Handbook of Research and Practice in Heritage Language Education. Springer International Handbooks of Education, Springer, Cham Switzerland, pp. 429-444.

High stakes assessment of heritage languages: The case of the Victorian Certificate of Education. / Willoughby, Louisa.

Handbook of Research and Practice in Heritage Language Education. ed. / Peter Pericles Trifonas; Themistoklis Aravossitas. Cham Switzerland : Springer, 2018. p. 429-444 (Springer International Handbooks of Education).

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

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AB - The opportunity to receive credit toward a high school diploma for heritage language study has been shown to act as a major factor in motivating students to enroll in heritage language (HL) classes. Such courses can allow students to develop higher order literacy skills in the heritage language and help prepare them to use the HL in work contexts. But the heterogeneity of the HL student body creates a number of challenges for equitable assessment. In this chapter, I explore these issues through the lens of the Victorian Certificate of Education, where students may choose from 41 different languages on offer. Most languages in Victoria are only offered at one level only, and I show how this system has encouraged highly proficient recent migrants to enroll in these subjects, sometimes to the detriment of second generation migrants. I also explore what is taught and assessed in these courses and the degree to which it matches the interests and needs of HL learners. I conclude with recommendations for educators looking to develop their own high-stakes courses for heritage language learners.

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Willoughby L. High stakes assessment of heritage languages: The case of the Victorian Certificate of Education. In Trifonas PP, Aravossitas T, editors, Handbook of Research and Practice in Heritage Language Education. Cham Switzerland: Springer. 2018. p. 429-444. (Springer International Handbooks of Education).