Translanguaging Assessment for Equitable Evaluation in K–12 Classrooms: A Global Scoping Review

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 4
  In Roundtable Session: Language, Equity, and Meaning-Making in Assessment for Multilingual Learners: Global Perspectives

Abstract

While translanguaging has been widely studied as a robust theoretical and pedagogical paradigm, its integration into assessment practices remains an emerging and developing area of scholarly exploration. This scoping review maps and synthesizes global empirical studies published between 2010 and 2025 focused on translanguaging assessment practices in K–12 classrooms. The purpose of this review was to examine how translanguaging assessment was designed, implemented, and evaluated in a global K-12 education setting. Initial findings revealed heterogeneity in translanguaging assessment designs, practices, outcomes, and tensions, as well as gaps in teacher support, especially in monolingual-dominant systems. Findings will inform future research and provide direction for culturally and linguistically inclusive assessment design.

Authors

• Yi Zhang, University of Houston

• Miao Li, University of Houston

• Xincui Zhang, University of Houston

• Marie Carmel Balcos, University of Houston