La evaluación de lenguas en un colegio plurilingüe: Un estudio de caso de las creencias pedagógicas del profesorado

Abstract

This article describes the results from a case study on the beliefs, representations and knowledge of language teachers, on how they explain their evaluation methods with students who simultaneously learn various languages. With this goal in mind, we chose an international school that has been experimenting with multilingual education for more than a century. Three semi-structured interviews were carried out, the analysis of which revealed that all three teachers understand the evaluation as integrating key part of the educational process. From the point of view of the students, their teachers’ methods complement each other even though the approach to evaluation in each case is monolingual.