Assessment and creativity through a translingual lens
Transdisciplinary insights
Bibliographic Data
| ID | 21196822 |
|---|---|
| Authors | Madeleine Campbell (0000-0001-8442-9792, University of Edinburgh, corresponding author), Claudia Rosenhan (0000-0003-1014-4801, University of Edinburgh) |
| Year | 2024 |
| Volume | 15 |
| Issue | 5 |
| Pages | 1839-1859 |
| Publication date | 2024-09-25 |
| Open Access | Yes |
| 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-2023-0090 |
| OpenAlex | W4384068235 |
| Language | EN |
| Citations received | 3 |
| References cited | 56 |
Outcomes-oriented assessment in translingual language education carries with it the necessary definition of the object of learning and the concomitant verifiability or construct validity of the means of assessment. At the same time, pedagogies for multilingual creativity should ideally seek to identify dimensions that effectively reflect their intended outcome. While reflection and critical thinking increasingly form part of criteria for assessment in language education at all levels, the assessment of these dimensions in relation to creativity has proved more intractable, due in part perhaps to the potentially stifling effect of assessing an elusive quality that is valued for fostering affective engagement with individuals’ unique identity and lived experience and enabling creativity to achieve transformative learning. Recognizing that translingual language play can be sanctioned in the arts as a way of legitimating and giving voice to minoritized and oppressed populations, can lessons be drawn from different disciplines to rejuvenate assessment in language education, for example by placing some of the onus on learners monitoring their own learning? This paper presents a holistic and inclusive, arts-informed pluridimensional lens on creativity in language education whereby new forms of assessment aim to foster tolerance, diversity and translingual practices in the classroom, while resisting the drive to institutionalize the neo-liberal mandates of the creative economy
Aesthetics · Creativity · Multilingualism · Pedagogy · Sociology · Transformative learning · Creativity in Education and Neuroscience · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Social Psychology
Dimensions of L2 Performance and Proficiency
Translingual Practice
Reading Images
Literacy in the New Media Age
Revisiting the Continua of Biliteracy
From Communicative Competence to Symbolic Competence
Toward a broader conception of creativity
Language education policy and multilingual assessment
Assessing Multilingual Competencies
Opinion
Towards new standards in foreign language assessment
A preliminary development and validation of the Translingual Disposition Questionnaire with Latinx students
To be or not to be … a plurilingual speaker
Negotiating Translingual Literacy
Culturally Responsive Assessment Practices
Multi‐competence and the learning of many languages
Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (Cefr)
Global Englishes Language Teaching
Natural Pedagogy in Second Language Learning and Teaching
B or Not 2B Plurilingual? Navigating Languages Literacies, and Plurilingual Competence in Postsecondary Education in Canada
Funds of knowledge for teaching
Language Ecology in Multilingual Settings. Towards a Theory of Symbolic Competence
Beyond Big and Little
Translanguaging and transnational literacies in multilingual classrooms
Transidiomatic practices
Practice-Based Research in the Creative Arts
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |