“I believe in home language, but the tests don't”: Addressing Linguistic Diversity within Assessment Practices across Literacy Teacher Preparation and Classroom Practice

Abstract

Background/Context Issues of policy, practice, and assessment and the relationships between them have been a persistent focus in the practice and research of teacher preparation. However, the field has also long appreciated the tensions that persist between assessment approaches espoused in most teacher education programs and the realities of practices in K–12 schools. These issues are of particular importance and consideration in the current climate of increasing standardization and accountability measures. There is a need to consider how teacher preparation programs prepare candidates to handle these pressures. Additional research following early-career teachers into the field is also needed to better understand the challenges and possibilities they face within their own literacy assessment approaches. Focus of Study Building on linguistic diversity work and issues of epistemic privilege and inequality related to literacy assessment in schools, the author theorizes practice within teacher education as inextricably linked to K–12 practices and policies, calling for a shift in teacher education to directly explore, and prepare teachers to navigate and circumnavigate, current policies and contexts. Focusing on linguistic diversity and assessment, I trace the tensions between the teachers’ asset-based beliefs and their practices within the current accountability climate. Research Design This study followed 10 early-career literacy teachers from their teacher preparation program into their first year of teaching. All the candidates completed their studies having strongly demonstrated beliefs in asset-based assessment practices and the need for clear links between assessment and practice. Through survey data—both qualitative and quantitative—and in-depth interview data gathered over a year, the study investigated shifts in the teachers’ beliefs and practices as well as the role of their school context in mediating the relationship between the two. Findings My focus in my analysis of the findings was understanding the impact of linguistic diversity as it relates to equitable assessment practices. These findings indicated that early-career teachers had differing degrees of difficulty implementing even strongly held beliefs. The early-career teachers described tensions between their goals and school expectations, increasing frustrations with standardized assessment measures, and disempowerment regarding their ability to support diverse students in the classroom through assessment measures. Conclusion Although teacher preparation programs can have a strong impact on candidates’ mindsets, simply focusing on shifting beliefs is not enough. I conclude by offering specific suggestions for how to better meet these needs through both pedagogical and theoretical changes within the field of literacy teacher education. “I believe in home language, but the tests don't. So, I'm—I'm stuck, you know? Because when I make assignments where the kids can use AAVE, or Spanglish, or whatever feels comfortable for them, then I worry I'm not preparing them. And my principal worries too, because our charter requires us to do as well or better than public schools on the [state test]. He suggested that I only do that when it's an in-class activity, and not for a grade, you know? But then—what am I saying to the kids? What message is that really sending? It seemed so easy when we talked about it in class.” —Kallie1

Co‐creating a community of belonging and presence: Multilingual learners' experiences of science and language learning at an urban, inclusive STEM‐focused high school

“…Moreover, as del Carmen Salazar (2013) remarks, “educational systems often perpetuate cultural replacement and assimilation into mainstream values and practices through a focus on high‐stakes testing, English‐only programming, whitestream curriculum, uncritical pedagogy, and deficit perspectives of parents and families” (p. 131). As such, studies can explore how to support teachers and students in navigating and resisting the standardized testing ecosystem, within and beyond ISHSs, and designing and implementing transformative assessments until policymakers recognize the current assessments as inaccurate indicators of students' capabilities and disband them (Bartow Jacobs, 2019).…”

“…The Regents Living Environment course was chosen for this study for several reasons. First, it is associated with standardized curricula and exams—factors notoriously connected with narrowed curricula and didactic pedagogical approaches focused on test preparation, especially in schools serving mostly students of color and multilingual learners (Aydeniz & Southerland, 2012; Bartow Jacobs, 2019)—while simultaneously situated in an urban ISHS with a reform‐oriented mission to reduce unjust disparities in STEM participation through intentional, innovative STEM opportunities. Standardization and high‐stakes test preparation are often in tension with equitable STEM opportunities for students minoritized along lines of race/ethnicity, gender, class, and language.…”

African American Vernacular English in K–12 Education in Texas: An Interview Study of Education Professionals

“…In such a high-pressure environment, where everyone's success depends on cleaving to a single variety of English, teachers' beliefs about language are largely beside the point. Consider Jacobs's (2019) study of 10 first-CALYHA BROWN year teachers who had received extensive training in sociolinguistics and who professed a strong commitment to linguistic diversity. Early in the school year, the teachers validated students' home language practices and incorporated these practices into instruction and assessment.…”

What if it Were Otherwise? Teachers Use Exams from the Past to Imagine Possible Futures in the Teaching of Literature

“…In high‐poverty schools or schools that serve mostly Black and Brown students, teachers are more likely than their counterparts in Whiter, wealthier schools to focus on surface elements of texts or delivery models of instruction when preparing students for ELA test success (e.g., Dooley & Assaf, 2009). Concern about tests can even limit teachers' readiness to invite students to use their home languages in school, because, as one teacher said, “When I make assignments where the kids can use AAVE [African‐American Vernacular English] or Spanglish, or whatever feels comfortable for them, then I worry I'm not preparing them [for the tests]” (Jacobs, 2019, p. 2).…”