This paper investigates the key difficulties in assessing students’ language proficiency in environments where multiple languages are spoken. It focuses on the obstacles educators face in accurately evaluating language skills due to linguistic and cultural diversity. The limitations of current assessment practices are discussed, and alternative strategies such as translanguaging and sociocultural adaptive approaches are recommended. These approaches help in creating fairer evaluations that better reflect students’ overall linguistic capabilities.
| Mualliflar | Шамсутдинова, Манзура |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2024-12-27 |
| Jild | 2 |
| Son | 2 |
| Betlar | 119-123 |
| Til | Rus |
multilingualism, language evaluation, translanguaging, sociocultural adaptation, language proficiency testing
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