Creating a Meaningful Summative Assessment in a Chinese Immersion Context: A Translanguaging Perspective

• In Event: AERA Roundtable Session Saturday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Understanding the Complexity of Multilingual Learner Education: From Reading to Assessment (Table 12)

Abstract

Adopting a participatory research design in a teacher-research collaboration, this study examined how a CLIL teacher integrated translanguaging into a summative assessment in a Chinese immersion setting. I also explored the perceptions of the teacher and her students regarding the assessment. Findings show the teacher skillfully integrated translanguaging, using planned strategies and leveraging students’ full linguistic repertoires. The concept of juntos, a collaborative dynamic among teachers and students, played a major role. Translanguaging made complex topics more comprehensible and relevant to students’ experiences. The teacher-researcher collaboration deepened the teacher’s pedagogical practices and garnered positive student feedback, indicating increased confidence, engagement, and stronger multilingual identities. The study calls for assessments integrating translanguaging, transmodalities, and co-learning practices to affirm students' knowledge.

Author

• ChiuYin Cathy Wong, Monmouth University