Conceptualizing the Use of Translanguaging in Initial Content Assessments for Newly Arrived Emergent Bilingual Students

Abstract

Translanguaging refers to the flexible use of the bilingual repertoire. In this report, we provide a theoretical framework to support the use of translanguaging to assess the academic content knowledge of newly arrived emergent bilingual students. In this report, we argue that translanguaging offers newly arrived emergent bilingual students the opportunity to demonstrate what they know and can do even if their English language and literacy skills are not fully developed. We propose two principles for incorporating translanguaging into initial content assessments for late‐arriving emergent bilingual students, and we theorize how translanguaging can be used within an assessment context by discussing test design applications and considerations. We also discuss some challenges when incorporating translanguaging within an assessment context.

Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

“…Such an accommodation might also include allowing a student to use gestures, such as nodding or pointing (Guzman‐Orth et al, ). The research base on this support also is in its early stages (Lopez, Turkan, & Guzman‐Orth, ).…”

The State Kindergarten Entry Assessment Digital Technology Landscape

“…Specifically, student proficiency in the language in which a test is given can serve as a major source of variation in assessment scores (American Educational Research Association et al, 2014). To mitigate the potential effect of language on the validity and reliability of assessments used with English learners, policy makers may allow these students to hear translations of test directions or item prompts as well as demonstrate what they know or can do in their home language (Guzman‐Orth et al, 2017; Lopez et al, 2017). However, teachers cannot be expected to be proficient in all of their students' respective home languages (Ackerman & Tazi, 2015).…”

Redefining Spanish teaching and learning in the United States

“…Planning and implementing the kinds of programmatic changes described above, however, must be accompanied by equally detailed and appropriate assessment opportunities. Although an in‐depth discussion of this issue is beyond the scope of this article, a holistic flexible approach to what students can do with language (see García, ; Shohamy, 2011; Lopez, Turkan, & Guzman‐Orth, ; Turnbull, ) that acknowledges the context‐specific, sociolinguistic, and historical‐political local realities and dialectal variations seems most appropriate. A powerful move in this respect would be to adapt current assessment tools to include how local Spanish‐speaking communities actually use language: Little would be achieved if dialectal variation is included in classroom discussions as part of the general curriculum of a Spanish major/minor, but is not reflected in assessment.…”