Second Language Acquisition Pedagogy and Assessment in Multilingual Educational Contexts

Abstract

The global rise of multilingual classrooms presents both opportunities and significant challenges for second language acquisition (SLA) pedagogy and assessment. Traditional monolingual-oriented approaches, which often insist on target-language-only instruction and measure proficiency against a monolingual native-speaker standard, are increasingly inadequate in linguistically diverse settings. This article argues for a paradigm shift towards a multilingual turn in SLA, advocating for pedagogical and assessment frameworks that acknowledge and leverage learners' entire linguistic repertoires. We begin by critiquing the limitations of monolingual bias in mainstream SLA theories and practices. The article then synthesizes innovative pedagogical approaches suited to multilingual contexts, including translanguaging pedagogy, cross-linguistic awareness tasks, and multimodal, content-integrated instruction. These approaches are grounded in sociocultural and dynamic systems theories, viewing multilingualism as a cognitive and social resource rather than an impediment. A parallel shift is proposed for assessment, moving from static, monolingual proficiency tests to dynamic, formative, and multilingual assessment practices. We explore alternatives such as portfolio assessment, self- and peer-assessment, and dynamic assessment, which aim to capture the complex, evolving, and interconnected nature of multilingual competence. Central to our discussion is the argument that pedagogy and assessment must be coherently integrated, with assessment informing teaching and reflecting its multilingual principles. The article concludes by addressing practical challenges-such as teacher education, curricular constraints, and policy barriers-and outlines future directions for research and practice. By embracing a holistic, equity-focused perspective, educators and policymakers can create more inclusive and effective language learning environments that validate multilingual identities and prepare learners for a globalized world.