Second Language Assessment Issues in Refugee and Migrant Children’s Integration and Education: Assessment Tools and Practices for Young Students with Refugee and Migrant Background in Greece

Abstract

European countries—Greece included—recognize the fact that the language of schooling in the host country constitutes the first step for the newcomer children’s reception and integration. Greece, as a dominant receiving country, has adopted a top-level policy for its educational system. Considering the above, this research paper presents and analyzes the assessment tests and practices that educators have access to for evaluating refugee and migrant students’ L2 Greek competence in Greece. A detailed presentation of the Assessment Tools for Refugee and Migrant children in Greece is provided, with a focus on teachers’ attitudes and beliefs toward these materials and tools. The appropriateness of the available assessment tools and practices regarding the linguistic and social needs of refugee and migrant children in the Greek context will also be discussed. Findings show that teachers’ perceptions regarding both tests and practices for refugee and migrant students during an initial and formative language assessment vary. It is important to state, though, that the vast majority of the educators feel very sure and comfortable when assessing the linguistic skills of their students.