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Meletiadou, Eleni (2024) Using translanguaging and English as a Lingua Franca to promote an inclusive multilingual approach towards comprehension in assessment in Higher Educational Institutions in the UK. In: Multilingual assessment – Finding the nexus? Peter Lang, Berlin, Deutschland, pp. 135-154. ISBN 9783631920657 (PDF); 9783631920664 (ePUB); 9783631861592 (Hardcover)
The multilingual approach towards comprehension in assessment and translanguaging has attracted considerable attention lately, challenging the monolingual tradition
and the use of English as a medium for instruction in the Global North. The current study employed a mixed-methods approach using classroom observations, focus group discussions, students’ pre- and post-tests and anonymous learning journals to explore the impact of translanguaging and English as a Lingua Franca (ELF) on students’ writing performance when a multilingual approach towards comprehension in assessment is used with learners in higher education in the UK Findings indicated that students overall had a very positive attitude towards translanguaging and ELF in terms of a multilingual approach towards comprehension in assessment as they facilitated content and language learning and enhanced students’ intercultural and multilingual awareness Moreover, they had a significant impact on students’ academic performance Finally, the article argues that monolingual ideologies should be abandoned due to the increasing drive towards globalization in Higher Education
Available under License Creative Commons Attribution 4.0.
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