Evaluating the Effectiveness of Heritage Language Education: What Role for Testing?

Abstract

This paper considers the role of tests in evaluating the effectiveness of a government-funded initiative to teach heritage languages in selected Australian schools. External evaluations were commissioned by the central educational authority and included a pre- and post-test requirement, although the nature and purpose of the tests was not specified. Drawing on illustrative data from four heritage language (HL) programmes (for learners of Chinese, Vietnamese and Arabic), the paper discusses the dilemmas faced by the evaluators in implementing the testing programme and in interpreting the test results. While the experience of testing in these schools suggests the need for extreme caution in us..