Multilingualism(s) and system-wide assessment: a southern perspective

Heugh, Kathleen; Prinsloo, C.H.; Makgamatha, M.M.; Diedericks, G.; Winnaar, L.

doi:10.1080/09500782.2016.1261894

Cited by 62 publications

(10 citation statements)

References 30 publications

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“…Students obtained significantly higher scores in the task that included the text in Spanish. Heugh et al (2017) reported a study based on a large-scale evaluation conducted in South Africa. This is one of the few examples of multilingual tests in standardised assessment.…”

Section: Assessment and Pedagogical Translanguagingmentioning

confidence: 99%

“…This is one of the few examples of multilingual tests in standardised assessment. Heugh et al (2017) reported that in a largescale evaluation, some of the mathematics tests were presented in three languages: isiXhosa, English and Afrikaans. They observed that more than 85 percent of the students who used translations found them useful.…”

Section: Assessment and Pedagogical Translanguagingmentioning

confidence: 99%

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Pedagogical Translanguaging

2021

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Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and because of the mobility of populations. This situation demands a specific approach that considers multilingualism as its core.Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.

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Section: Assessment and Pedagogical Translanguagingmentioning

confidence: 99%

Section: Assessment and Pedagogical Translanguagingmentioning

confidence: 99%

Pedagogical Translanguaging

2021

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“…A move towards realisation of children's and young people's participation in their learning, teaching and assessment could include recognition and incorporation of the linguistic resources that learners bring into the learning spaces. This could include the adoption of translanguaging 3 as a strategy that can facilitate equitable usage of languages for learning, teaching and assessment (Garcia & Wei 2014;Heugh 2014;Heugh et al 2017).…”

Section: Overcoming Challenges To Adopting Emancipatory Approaches In the Schooling Sectormentioning

confidence: 99%

Towards emancipatory research methodologies with children in the African context: Practical possibilities and overcoming challenges

Motha

Makgamatha

Swartz

2019

HTS Teologiese Studies / Theological Studies

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“…Most commonly, these bilingual options or test accommodations such as word-for-word dictionaries or qualified interpreters are limited to content area exams (e.g., mathematics, science) and continue to position learners' multilingualism as potentially contributing to measurement errors (Schissel 2014(Schissel , 2015Rea-Dickens et al 2011;Stansfield 2011) rather than as integral to the assessment design (Solano- Flores, 2011). Within language assessment, researchers have called for the integration of translanguaging or multilingualism in the design of the test and in learners' responses (Otheguy, García, and Reid 2015;Shohamy 2011), but such efforts remain few (Heugh, Prinsloo, Makgamatha, Diedericks, and Winnaar 2017;Schissel, Leung, López-Gopar, and Davis 2018).…”

Section: Conceptual Framework: Translanguaging and Classroom Assessmentmentioning

confidence: 99%

Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico

Schissel

Korne

López-Gopar

2018

International Journal of Bilingual Education and Bilingualism

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Multilingual practices of translanguaging-fluid, complex, and dynamic processes of using one's complete linguistic repertoire-have been increasingly embraced by researchers and educators in bilingual education. Applying this perspective within the field of assessment has proven more challenging. In this project, we explore the role of multilingualism in teaching and classroom assessment design and practice, drawing upon the concept of translanguaging as a lens through which to explore the perceptions and practices of teachers. Working from assumptions that multilingualism in classrooms is an important tool to enhance the learning of linguistic minority students, we examined how teachers perceive and practice translanguaging in classroom language assessments through an action research case study with 40 language teachers in the linguistically and culturally diverse state of Oaxaca, Mexico. Their reflections ranged from the pressure to train students to produce monolingual-like language in order to pass international standardized tests to the potential to validate students' linguistic repertoires and multicultural identities through increased use of translanguaging. Our analysis of this action research study and discussion of the potentials and limitations of translanguaging in teaching and assessments aims to contribute to the development of more equitable and effective multilingual education environments in the future.

show abstract

Multilingualism(s) and system-wide assessment: a southern perspective

Cited by 62 publications

References 30 publications

Pedagogical Translanguaging

Pedagogical Translanguaging

Towards emancipatory research methodologies with children in the African context: Practical possibilities and overcoming challenges

Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico

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