Conclusion: Somewhere over the rainbow … a place for multilingual assessment?

Multilingual assessment of so-called non-linguistic contents would provide more social justice for plurilingual individuals by giving them the opportunity to use and value their full repertoire and to show to a fuller extent their academic knowledge and competences. The authors suggest that further developments are necessary, not only to disseminate forms of multilingual assessment but also to normalise multilingualism as a starting point to learning and teaching, as a resource and as an outcome of those processes, inside and outside educational systems. An unresolved issue concerns the study of (language) teachers' beliefs and practices in relation to how they consider and value learners' plurisemiotic and plurilingual repertoires and how they assess the plurilingual competence. Knowing that teachers' beliefs are dynamic, though resistant to change, forged during their own educational biographical trajectories, it becomes unavoidable to work on and with teachers, both in the diagnosis of beliefs and in the observation and discussion of multilingual assessment practices.