Creating a meaningful summative assessment in a Chinese immersion context
A translanguaging perspective
Bibliographic Data
| ID | 21196409 |
|---|---|
| Authors | Chiu‐Yin Wong (0000-0001-9973-751X, Monmouth University, corresponding author) |
| Year | 2025 |
| Volume | 16 |
| Issue | 4 |
| Pages | 1731-1758 |
| Publication date | 2025-07-28 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics Review (JOURNAL) |
| Journal identifiers | ISSN: 1868-6303 • E-ISSN: 1868-6311 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/applirev-2023-0248 |
| OpenAlex | W4405023263 |
| Language | EN |
| Citations received | 3 |
| References cited | 35 |
While existing literature has addressed teachers’ translanguaging practices in diverse educational settings, its integration into assessments remains limited. Adopting a participatory research design in the form of a teacher-research collaboration, the present study examined in detail how a content and language integrated learning (CLIL) teacher integrated translanguaging into a summative assessment in a Chinese immersion setting. I also delved into the perceptions of the teacher and her students regarding the assessment. The data were triangulated and included co-design notes, in-class and post-observation field notes, as well as transcripts of one-on-one interviews with the teacher and students. The findings show that the teacher skillfully integrated translanguaging, including using planned strategies and leveraging students’ full linguistic repertoires into the summative assessment. The concept of juntos (García, Ofelia, Susana I. Johnson & Kate Seltzer. 2017. The Translanguaging classroom: Leveraging student bilingualism for learning . Philadelphia, PA: Carlson), a collaborative dynamic among teachers and students appeared to play a major role in the assessment. Integrating translanguaging into the assessment appeared to render complex topics more comprehensible and relevant to the students’ lived experiences. Additionally, it is evident that the teacher–researcher collaboration deepened the teacher’s pedagogical practices in translanguaging and garnered positive feedback from students, indicating an increase in confidence, engagement, and the strengthening of their multilingual identities. I conclude with a call for assessments integrated with translanguaging, transmodalities, and co-learning practices, aiming to transform evaluations into affirmations of students’ funds of knowledge in today’s socio-cultural-political context
Formative assessment · Mathematics education · Pedagogy · Sociology · Summative assessment · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Pedagogical Translanguaging
Language, Bilingualism and Education
Pedagogical Translanguaging and Its Application to Language Classes
Co-Learning in Hong Kong English medium instruction mathematics secondary classrooms
‘I’ve grown so much more confidence in my actual instruction’
‘Translanguaging reminds me to stay humble’
Clarifying translanguaging and deconstructing named languages
Translanguaging design in a third grade Chinese Language Arts class
The multilingual turn as a critical movement in education
Creative translanguaging in formative assessment
Integrating translanguaging into assessment
ESL classroom interactions in a translanguaging space
Shaping student responses into academic expressions
Integrating translanguaging into formative assessment
Translanguaging as pedagogy
Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts
Translanguaging in a Chinese immersion classroom
Language beyond flags
Translanguaging pedagogies in a Mandarin-English dual language bilingual education classroom
Examining How Spanish-Speaking English Language Learners Use Their Linguistic Resources and Language Modes in a Dual Language Mathematics Assessment Task
Todas las poems que están creative”
Translanguaging challenges in multilingual classrooms
I made many discoveries for myself”
Teachers’ beliefs about multilingualism in a course on translanguaging
Translanguaging pedagogy in teaching English for Academic Purposes
Transformative pedagogy for inclusion and social justice through translanguaging, co-learning, and transpositioning
Naturalistic inquiry
Translanguaging as a Practical Theory of Language
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |