Reframing Assessments for Emergent Bilinguals: A Holistic Biliteracy and Translanguaging Pedagogy Approach

• In Event: AERA Roundtable Session Wednesday 11:45 am - Gold 2
  In Roundtable Session: Critical Multilingual Education Around the Globe: Identity, Self-Efficacy, and Raciolinguistics in International Contexts

Abstract

This literature review examines the inequities in traditional monolingual assessments for emergent bilinguals (EBs). It explores alternative approaches, such as holistic biliteracy and translanguaging pedagogy, that offer more inclusive, asset-based evaluation methods. It critiques the limitations of standardized assessments that prioritize English proficiency, overlooking the full linguistic capacities of bilingual students. Through a systematic review of peer-reviewed articles, the review highlights how policies such as the No Child Left Behind Act (NCLB) and later, Every Student Succeeds Act (ESSA) perpetuate educational inequities. The findings emphasize the need for reform in assessment practices to recognize bilingualism as an asset, advocating for assessments that allow students to demonstrate their full academic potential. This work contributes to ongoing efforts to promote social justice.

Author

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