That comparison is placed in the context of the changing views about the use of languages in education where a shift can be observed away from an emphasis on separating languages to approaches that more closely suit daily practices of multilinguals. We illustrate the bi-directional relationship with the examples of the USA, Canada, and the Basque Country.

In this article, we establish direct links between language policy on the one hand and assessment in multilingual contexts on the other hand. The study also identifies barriers which may hinder pupils to use the multilingual content in an optimal way. Pupils interact with the multilingual CBLE through different digital tools to improve understanding of words and content. The results show that the pupils functionally use their home language to support their learning process.

Afterwards, they were interviewed by means of stimulated recall on the way they had used the CBLE. Six fifth-grade pupils were videotaped while working on E-Validiv and their activities were logged. Therefore, E-Validiv was developed, a CBLE offering multilingual content, namely in the language of instruction and pupils’ home language. With this study, we aim to gain insight into the way pupils interact with a CBLE which provides support in their home language through different digital tools.

Particularly for pupils who speak a language at home other than the language which is used at school, more understanding is needed on how CBLEs offering multilingual content can assist them. Computer-based learning environments (CBLEs) have the potential to integrate the linguistic diversity present in classrooms as a resourceful tool in pupils’ learning process.

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