Culturally Responsive Assessment of Multilingual Learners: Preschool Teachers’ (Re)Construction of Pedagogical Possibilities Toward Justice

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Advancing Social Justice in Bilingual Education: Different Stakeholders' Perspectives and Experiences (Table 3)

Abstract

Building on the expertise of preschool teachers, this qualitative study critically examined whether Teaching Strategies GOLD, a widely used early assessment tool, falls short in considering the cultural and linguistic assets of MLLs in publicly-funded preschool programs. Findings suggest that existing early assessment tools may jeopardize opportunities for early learning professionals to accurately, fairly, and equitably assess young MLLs’ development for multiple reasons: 1) exclusive focus on English language proficiency, 2) lack of teacher support and training, and 3) lack of clarity in purpose and utility in assessing MLLs. The paper concludes with recommendations in disrupting racial and linguistic injustice in current teaching and assessment practices and prioritizing equitable partnership with families towards cultivating and sustaining multilingualism in early childhood.

Authors

• Angy Porras Gonzalez, University of Washington

• Soojin Oh Park, University of Washington