Creating vocabulary tests for minoritized languages with typologically close contact languages: Challenges and a road map

Aims and Objectives/Purpose/Research Questions: Our paper outlines the development of vocabulary proficiency tests for minority languages and addresses the challenges in doing so. Design/Methodology/Approach: The strategies are exemplified based on recently developed tests for Sicilian and Venetan, two large languages in Italy without official status. Users of these types of languages tend to have only oral skills, some only receptive. They are bilingual and speak the national majority language as their primary and dominant language; they are exposed to a lot of variation, and their languages have been stigmatized in the past. Data and analysis: Our paper summarizes 11 challenges, including shifting proficiency, tolerance to variation, various aspects related to lack of codification, bilingualism with a typologically close language, and practical challenges when validating the tests (e.g., the lack of “monolingual” control groups) Findings/Conclusion: We conclude with a road map for creating vocabulary tests in minority languages. We discuss points of criticism. Originality: While assessment tools have been developed for official majority languages, we lack such measures for regional minority languages. Herein, we argue why they are needed and explain what is important when developing them. We provide a point of departure for future undertakings of this kind. Significance/Implications: Assessment material for minority languages is of practical value in educational contexts and research on multilingualism, and it contributes to creating equality in research.