| Who is involved? |
- ministry / regional authority;
- city;
- eachers (languages of schooling, home languages);
- interpreters/ translators;
- researchers
|
- head teachers;
- teachers (languages of schooling, languages, other subjects);
- interpreters/translators;
- (City, associations);
- researchers
|
| Assessment of home language competences |
Assessment for diagnostic or certification purposes
➔ institutional recognition of competences
➔
on entering an education system or when moving on to a higher level of education
➔ implementation of approaches to plurilingual and intercultural educational
|
Diagnostic or formative assessment, assessment for certification
➔ institutional recognition of competences
➔ implementation of approaches to plurilingual and intercultural educational
➔ coordination and collaboration / team dynamics
➔ dynamics of approaches that are open to diversity and otherness (on living together, group cohesion, acceptance of oneself/the other) |
Diagnostic or formative assessment
➔ implementation of approaches to plurilingual and intercultural educational
➔ building on home language competences to move towards other language learning (language of schooling)
➔ dynamics of aproaches which are open to diversity and otherness (effects of this on living together, group cohesion, acceptance of oneself/ others)
|
| Training of teachers and others involved in assessment |
National/regional organisation; training action plans |
Training at local level through action research or as part of local partnerships and initiatives (city, associations, other partnerships)
|
| Partnerships |
State/regional partnership with cities
➔ teaching of home language(s)
➔ methods of assessment carried out with interpreters/translators
➔ large-scale collaborative research |
Assessment/support of schemes through action research projects
Local partnership with associations, mediators/translators/ interpreters for test administration and feedback sessions
|
Who is
responsibility? |
Ministry or its delegation/region:responsibility shared with other stakeholders (including associations or the city) |
Headteacher/ teaching team: responsibility shared with others (including associations or the city) |
Teachers: responsibility shared with others (including associations or the city) |
| Consistency in relation to the number of learners concerned and adaptation to objectives |
The largest number possible of learners and languages involved
- Inclusive schools and society;
- national / regional collective model of education;
- national/regional dynamics in the evolution of measures for promoting equity in education;
- home language(s) as a right.
|
Learners at the school (or schools concerned)
- The school as an inclusive social entity;
- collective model of education;
- local dynamics in the evolution of ways of promoting equity in education.
|
Learners in the class (or classes) concerned
- the class as an inclusive social group;
- collective model of education;
- local dynamics in the evolution of ways of promoting equity in education
|