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,...

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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
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description 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
doi_str_mv 10.3138/cmlr.67.3.301
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source International Bibliography of the Social Sciences (IBSS); Project Muse:Jisc Collections:Project MUSE Journals Agreement 2024:Premium Collection; Linguistics and Language Behavior Abstracts (LLBA)
subjects Bilingual education
Bilingualism
Curriculum
Education systems
Evaluation
Examinations
Mali
Mauritius
Primary education
Qualifications
Seychelles
Sociolinguistics
title The curriculum differences-evaluation certification in bilingual primary schools in southern countries: Consequences in terms of the acquisition of bilingualism
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