The Sociohistorical Development of Testing and Test Accommodations for Dynamic Multilingual Students

• In Event: Programs for Critical Language Development and Maintenance

Abstract

This historical analysis coupled with an empirical comparative ethnographic case study documents the development of tests and test accommodations for dynamic multilingual students. I argue that the repeated historical (mis)use of tests interacts with current classroom practices. Using qualitative methods, I draw from policies, research, case laws, public and political discourses and a classroom ethnography. The findings reveal patterns where the needs of dynamic multilinguals are conflated with other groups, misrepresented, or ignored altogether, which result in a view of dynamic multilinguals as less intelligent or deficient. Critically examining this pattern of marginalization and subjugation can help raise stakeholders’ awareness, possibly resulting in innovative approaches that may view dynamic multilinguals as intelligent, resourceful, and having competencies that are currently unrecognized.

Author

• Jamie L. Schissel, University of North Carolina - Greensboro