The curriculum differences-evaluation certification in bilingual primary schools in southern countries: Consequences in terms of the acquisition of bilingualism

This paper presents a critical study of summative assessment at the primary school level in three countries of southern Francophonie -- namely Mali, Mauritania, Seychelles -- that operate with bilingual curricula. It provides an analysis of the links and divergences between curricula and assessment,...

Full description

Saved in:
Bibliographic Details
Published in:Canadian modern language review 2011-08, Vol.67 (3), p.301-322
Main Author: Noyau, Colette
Format: Article
Language:fre
Subjects:
Bilingual education
Bilingualism
Curriculum
Education systems
Evaluation
Examinations
Mali
Mauritius
Primary education
Qualifications
Seychelles
Sociolinguistics
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This paper presents a critical study of summative assessment at the primary school level in three countries of southern Francophonie -- namely Mali, Mauritania, Seychelles -- that operate with bilingual curricula. It provides an analysis of the links and divergences between curricula and assessment, notably the assessment modes fit to a competence-based approach (CBA), the implementation of qualification procedures (conception, application, marking) and their affordances and limits from the point of a curriculum designed to provide bilingual education. Adapted from the source document
ISSN:0008-4506
DOI:10.3138/cmlr.67.3.301