Repairing Assessment Practices for Emergent Bilingual Students: Implementing Holistic Biliteracy and Translanguaging Practices

• In Event: Research In Progress Roundtable Session 5
  In Invited Roundtable: Bilingual Education: Perspectives on Biliteracy, Teacher Practices, and Student Experiences (Table 11)

Abstract

This qualitative case study examines how holistic bilingualism (Studying bilinguals as a whole) and translanguaging (using the entire linguistic repertoire) frameworks can address inequities in assessing emergent bilinguals (EBs). Standardized assessments often fail to accurately reflect EBs' academic strengths and reinforce systemic biases (García, 2009; Grosjean, 1989).
The study uses data from interviews, observations, artifacts, and bilingual-inclusive assessments to evaluate EBs' listening, speaking, reading, and writing performance in both English and Spanish.
Inclusive assessment frameworks enhance assessment validity, reduce misidentification, and highlight students' linguistic abilities. This research seeks to improve current assessment methods, promote equitable assessment practices, and provide educators and policymakers with insights for repairing assessment practices for EBs.

Author

• Angeles Munoz, University of North Texas / Texas Woman’s University