Understanding the Bilingual Practices of English Learners in a Mathematics Assessment With Translanguaging Features

• In Event: Roundtable Session 25
  In Roundtable Session: Bilingual Learners, Languaging, and Mathematics

Abstract

Translanguaging refers to the flexible use of the bilingual repertoire, especially in teaching and learning (Canagarajah, 2011). Some propose to use translanguaging in content assessments as a solution to the equity problems that monolingual English assessments pose to English learners (ELs). The purpose of this work is to analyze what type of translanguaging features would support ELs’ performance in content assessments. Using a mathematics test we examine the relationship between item and background characteristics, with the use of translanguaging features. Preliminary results suggest that syntax complexity of items and English proficiency of students are associated with the use of translanguaging features. The paper discusses thoroughly these results and provides recommendations for researchers and test developers.

Authors

• Fernanda Gandara, University of Massachusetts - Amherst

• Alexis Lopez, Educational Testing Service

• Alejandra Amador Garcia, University of Massachusetts - Amherst