Assessment of communication abilities in multilingual children: Language rights or human rights?

Communication involves a sender, a receiver and a shared code operating through shared rules. Breach of communication results from disruption to any of these basic components of a communicative chain, although assessment of communication abilities typically focuses on senders/receivers, on two assumptions: first, that their command of features and rules of the language in question (the code), such as sounds, words or word order, as described in linguists' theorisations, represents the full scope of linguistic competence; and second, that languages are stable, homogeneous entities, unaffected by their users' communicative needs. Bypassing the role of the code in successful communication assigns decisive rights to abstract languages rather than to real-life language users, routinely leading to suspected or diagnosed speech-language disorder in academic and clinical assessment of multilingual children's communicative skills. This commentary reflects on whether code-driven assessment practices comply with the spirit of Article 19 of the Universal Declaration of Human Rights.