Co-learning about translanguaging and testing in dual language bilingual education
Examining ideological and implementational spaces
Bibliographic Data
| ID | 22260675 |
|---|---|
| Authors | Jamie L Schissel (0000-0002-6298-8443, University of North Carolina at Greensboro, corresponding author), Nicole Dickson (0000-0003-4795-3936, University of North Carolina at Greensboro), Micaela Bermudez (University of North Carolina at Greensboro), Betsy Roman (University of North Carolina at Greensboro), Sandra Perez Olivares (University of North Carolina at Greensboro), Maria Seas Mora (University of North Carolina at Greensboro), Oneida Valentín (University of North Carolina at Greensboro) |
| Year | 2024 |
| Volume | 3 |
| Issue | 1 |
| Pages | 95-118 |
| Publication date | 2024-06-25 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 2748-9310 • E-ISSN: 2748-9329 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/eduling-2023-0015 |
| OpenAlex | W4389621813 |
| Language | EN |
| Citations received | 3 |
| References cited | 43 |
Tests, assessments, and evaluation instruments have long been ill-equipped to account for practices of translanguaging inherent within multilingual communities. Within the field of testing and assessment, much more emphasis has been placed on ensuring the design principles of the assessment. Countering over 100 years of deficit positioning of multilingualism in testing, recent work has emerged that values the knowledge, beliefs, and experiences of teachers. Drawing on Hornberger’s (2005) distinction between ideological and implementational spaces, this participatory action research project examines translanguaging and assessment practices during a 5-week online course for classroom language testing for four Spanish/English bilingual teachers working in dual language bilingual education programs in elementary schools in the United States. Transcripts from online synchronous (via Zoom) and asynchronous discussions and individual and paired assignments served as our key data sources. We illustrate the co-learning, co-planning, and co-shifting of translanguaging and assessment practices during this course. We argue that collaboration such as the work presented in this paper is critical for creating communities to open and expand ideological and implementational spaces for translanguaging in general and in testing specifically
Asynchronous communication · Bilingual education · Citizen journalism · Dual language · Ideology · Linguistics · Mathematics education · Multilingualism · Neuroscience of multilingualism · Pedagogy · Political science · Sociology · Translanguaging · World Wide Web · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Insights from think-alouds on how multilingual learners engage in translanguaging in a multilingual science assessment
Systematic scoping review into educational linguistics praxis in language learning and teaching
Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging
Linguistic Justice
Continua of Biliteracy
English Learners Left Behind
But mom! I’m not a Spanish Boy
Language, Bilingualism and Education
Combating Inequalities in Two-Way Language Immersion Programs
Theorizing and Enacting Translanguaging for Social Justice
Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World
Assessing Multilingual Competencies
Always at the Bottom
School, parents, and communities
Coordinated Translanguaging Pedagogy as Distributed Cognition
Clarifying translanguaging and deconstructing named languages
Translanguaging design in a third grade Chinese Language Arts class
Shifting language orientations
Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts
Bi/multilingual testing for bi/multilingual students
Translanguaging pedagogies in a Mandarin-English dual language bilingual education classroom
Participatory Action Research
Validity theory
Language Ideological Multiplicity and Tension within Dual Language Bilingual Education Teachers
Reframing language allocation policy in dual language bilingual education
The (invisible) work of Dual Language Bilingual Education teachers
Dynamic Bilingualism as the Norm
Undoing Appropriateness
Bilingualism, Biliteracy, Biculturalism, and Critical Consciousness for All
From academic language to language architecture
Unsettling race and language
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |