Beyond Dichotomized Representations of "Language at Home" on PISA: Insights From Black Immigrant Literacies

• In Event: Fairmont Roundtable Session Ten
  In Roundtable Session: Multilingual, Immigrant, and Refugee Students: Disrupting Linguistic Boundaries and Interrogating Normative Labels (Table 10)

Abstract

Persisting misinterpretations regarding the Englishes and languages of youth have tended to result in dichotomous classification that positions them as either 'successful English speakers' or 'English learners' (e.g., non-native English speakers) for literacy assessment and instruction in US schools. Responding to the need for transitioning beyond such dichotomous classification of language assessment in literacy, this quantitative examination explores and presents a holistic portrait of the reading, mathematics, science, and financial literacies of Black immigrant youth on the Programme for International Student Assessment. In undertaking this research, we align with AERA’s 2023 theme in pursuit of truth about racialized and linguistically diverse students. We invite diverse publics and assessment organizations categorizing language to do the same.

Authors

• Patriann Smith, University of South Florida
  Presenting Author

• Yue Yin
  Presenting Author

• Yi-Hsin Chen, Department of Educational and Psychological Studies
  Presenting Author

• John Michels, University of South Florida - Tampa
  Presenting Author

• Andrew A. Hunte, University of the West Indies - Five Islands
  Presenting Author

• Coreen J. Leacock, University of the West Indies - Cave Hill
  Presenting Author

• Alex Kumi-Yeboah, University at Albany - SUNY
  Presenting Author