Heterogén nyelvi hátterű diákok tudásmérése és értékelése a felső tagozaton és a középiskolában

Abstract

An increasing number of students with heterogeneous linguistic backgrounds are studying in the
public education in Hungary and many of them continue their studies in higher education after
finishing secondary school. In terms of their linguistic resources, multiple languages or speech
modes appear alongside the Hungarian language. Their language use is characterized by showing
features similar to native Hungarian speakers in oral communication, while differences can be
observed in their written productions. When it comes to the specialized languages of different
academic fields, even oral communication becomes challenging for them, not to mention the
characteristics of written communication. This study, based on empirical data from teacher and
student pairs, presents how students with heterogeneous linguistic backgrounds are grouped
according to the characteristics of their written and oral communication related to learning. It
also addresses how teacher assessment is connected to these language use characteristics.