| Sumario: | The term native speaker is not explicitly mentioned in any of the language assessment tools that have been developed in recent years as a basis for the language education of bilingual and multilingual children and young people in (so-called) German-speaking countries. Nevertheless, here too, the native speaker is usually the hidden construct on which the tools are based. In the following, we will first discuss the reasons for this and how this orientation can be assessed from a migration education (Migrationspädagogik) perspective. Finally, two language assessment instruments (HAVAS 5 and ELA) are presented in which an attempt was made to soften the sole orientation towards natiolectal norms and the extent to which this also overcame the orientation towards the native speaker construct is discussed.
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