Equity in Reclassification for Adolescent Multilinguals: A Translanguaging Approach

Session Type: Symposium

Abstract

Access to mainstream classrooms for multilingual students is often determined by reclassification decisions based on state-mandated tests. These reclassification decisions can be delayed due to systemic inequalities, causing students to remain in specialized language services for prolonged periods. This symposium features three presentations that address equity issues in the assessment of adolescent multilinguals, scrutinizing language orientations in instructional practices and reclassification processes. Employing a translanguaging lens, these empirical studies explore students’ language practices and engagement in assessments, and share insights from educators on translanguaging orientations in the West Coast and Midwestern U.S. The session aims to foster a critical discussion on instructional and assessment practices for adolescent multilinguals and advocate for equity-oriented reclassification practices.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Languages, Literacies, and Representations

Chairs

• Huseyin Uysal, The Education University of Hong Kong

• Zhongfeng Tian, Rutgers University - Newark

Papers

• Fully English Proficient: A Reconsideration of EL Reclassification from a Translanguaging Perspective - Peter Sayer, The Ohio State University

• Linguistically and Technologically Responsive Classroom Assessments in High School ESL: A Translanguaging Perspective - Woongsik Choi, Illinois State University

Discussants

• Alison L. Bailey, University of California - Los Angeles

• Tatyana Kleyn, City College of New York - CUNY