Resumo

DUBOC, Ana Paula Martinez. Language assessment from a multiliteracies perspective. Est. Aval. Educ. [online]. 2015, vol.26, n.63, pp.664-687. ISSN 1984-932X.  https://doi.org/10.18222/eae.v26i63.3628.

This article seeks to discuss the implications of the new digital, epistemological base in language assessment processes. In order to do so, it is necessary to understand the ontological and epistemological changes occurring in post-typographic societies since such changes have altered notions such as language, text, and gender towards the vast array of multimodalities in today's meaning making processes. Such conceptual understanding allows us to refer to some of the specificities in language assessment in light of new social demands. The text concludes in favour of a deep review on the ways of teaching and assessing languages, be them native or foreign, so that contemporary education might respond to the new emerging ethics and aesthetics in multiliterate societies.

Palavras-chave : Assessment; Languages; Multiliteracies; Multimodality.

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