Pedagogical implications of assessment in multilingual contexts

This chapter discusses the case of multilingualism and context-based approaches to assessment as an eclectic approach that requires a robust knowledge and understanding of the linguistic diversity of language learners. It also calls for a more inclusive approach in the design and implementation of assessment in higher education. We also connect the findings from the contributions to this volume and their research to an ecological approach to assessment as it relates to linguistic sensitivity in multilingual contexts. The chapter ends by suggesting future directions for research based on alternative assessment and connecting those to current issues in language learning and assessment