Thölkes M.

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“Wie soll ich das Kind bewerten?” Between Standardization and Differentiation in the Assessment of Plurilingual Refugee Students in Foreign-Language Classes in Germany: A Qualitative Study of Teachers’ Practices and Perceptions
In this chapter, we analyse the practices and attitudes of German teachers regarding assessment of refugee students learning Spanish or English as foreign languages. The data were collected through interviews with ten Spanish or English teachers dealing with refugee students in their classrooms in secondary schools in Hamburg in 2017 (Thölkes, “Schaffen die das?”. Die Leistungsbeurteilung geflüchteter Kinder und Jugendlicher…
2021
Melo-Pfeifer S. Thölkes M.
Interview Integration & assimilation Teachers & educational staff English Assessment Formal education Tertiary education Secondary education Language education Germany