Reimagining Writing Assessment for Sociolinguistic Justice: Acknowledging the Use of Linguistic Repertoires

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Fresh Takes on Equitable ELA Instruction

Abstract

Recently, García and Kleifgen (2019) call literacy researchers and educators to go beyond bounded views of language and instead see it as fluid semiotic processes. This paper seeks to answer the call to bring attention to emerging bilinguals use of all their repertoires in their written communication and the need for assessment tools to be more sociolinguistically just (Bucholtz, Casillas & Lee, 2019). The twofold aim of the paper is to describe the micro levels of applied linguistics in looking at diverse students’ uses of linguistic repertoires and teacher implicit biases about language, which develop from raciolinguistic inequities, and the impact curriculum design and assessment in a dual language school.

Authors

• Margarita Gómez, Loyola University Maryland

• Kristina Collins, Loyola University Maryland