“Bridging Linguistic Divides: Advancing Equitable Assessments for Emergent Bilingual Students”

• In Event: Assessment, Ideologies, and Curriculum: Rethinking Bilingual Education Practices

Abstract

This research in progress investigates how emergent bilingual (EB) students navigate assessment practices using holistic biliteracy and translanguaging frameworks. It employs a qualitative case study approach to examine the impact of monolingual versus holistic assessments on EBs’ academic outcomes in bilingual education programs. Preliminary findings suggest holistic assessments effectively capture EB students’ academic and linguistic abilities, reducing misidentification and promoting linguistic justice. The research calls for equitable assessment reforms that recognize bilingualism as an asset.

Author

• Ángeles Muñoz, University of North Texas / Texas Woman's University