The study reported in this article investigated the design and implementation of a flexible bilingual mathematics
assessment that allows for translanguaging whenever needed, to help the mathematics knowledge of emergent bilingual students
emerge. The assessment included 10 mathematics items, six selected-response and four constructed-response items, which were
enhanced with dual language supports such as seeing and listening to the items, writing or saying a response, and showing synonyms
for certain words, all in English, Spanish, or any combination of both languages. These supports allow test takers to draw on
their entire linguistic repertoire and their full range of linguistic practices to demonstrate their knowledge and skills in
mathematics. Ten emergent bilingual students participated in cognitive interviews designed to collect data on usability and
perception of the usefulness of the dual language supports. It was found that students were able to use the available supports
strategically whenever needed, used their entire linguistic repertoire to complete the items, and had a positive perception of the
supports.
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Abedi, Jamal, and Nancy Ewers
2013Accommodations for English Language Learners and Students with Disabilities: A Research-Based Decision Algorithm. Smarter Balanced Assessment Consortium.
Abedi, Jamal, Carolyn Hofstetter, and Carol Lord
2004 “Assessment Accommodations for English Language Learners: Implications for Policy Based Empirical Research.” Review of Educational Research 74 (1): 1–28.
Baker, Colin
2001Foundations of Bilingual Education and Bilingualism. 3rd ed. Clevedon, UK: Multilingual Matters.
Canagarajah, Suresh
2011 “Translanguaging in the Classroom: Emerging Issues for Research and Pedagogy.” Applied Linguistic Review 21: 1–28.
Creese, Angela, and Adrian Blackledge
2010 “Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?” The Modern Language Journal 94 (1): 103–115.
2013 “Linguistic Third Spaces in Education: Teachers’ Translanguaging across the Bilingual Continuum.” In Managing Diversity in Education: Languages, Policies, Pedagogies, ed. by David Little, Constant Leung, and Piet Van Avermaet, 243–256. Bristol, UK: Multilingual Matters.
García, Ofelia
2009Bilingual Education in the 21st century: A Global Perspective. Malden, MA: Wiley-Blackwell.
García, Ofelia, and Jo Anne Kleifgen
2010Educating Emergent Bilinguals. Policies, Programs and Practices for English Language Learners. New York, NY: Teachers College Press.
García, Ofelia, and Camila Leiva
2014 “Theorizing and Enacting Translanguaging for Social Justice.” In Heteroglossia as Practice and Pedagogy, Educational Linguistics. Vol. 201, ed. by Adrian Blackledge, and Angela Creese, 199–216. Dordrecht, Netherlands: Springer.
García, Ofelia, and Claire E. Sylvan
2011 “Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities.” The Modern Language Journal 95 (3): 385–400.
García, Ofelia, and Li Wei
2014Translanguaging: Language, Bilingualism and Education. New York, NY: Palgrave Macmillan.
Hornberger, Nancy H., and Holly Link
2012 “Translanguaging and Transnational Literacies in Multilingual Classrooms: A Bilingual Lens.” International Journal of Bilingual Education and Bilingualism 151: 261–278.
Kirsch, Irwin, Henry Braun, Kentaro Yamamoto, and Andrew Sum
2011 “Moment Analysis and Translanguaging Space: Discursive Construction of Identities by Multilingual Chinese Youth in Britain.” Journal of Pragmatics 431: 1222–1235.
Lopez, Alexis A., Sultan Turkan, and Danielle Guzman-Orth
2017a “Assessing Multilingual Competence. In Encyclopedia of Language and Education (Vol. 7). Language Testing and Assessment. 3rd ed. ed. by Elana Shohamy, Iair G. Or, and Stephan May, 91–102. New York: Springer International Publishing.
Lopez, Alexis A., Sultan Turkan, and Danielle Guzman-Orth
2017bConceptualizing the Use of Translanguaging in Initial Content Assessments for Newly Arrived Emergent Bilingual Students. (ETS Research Report No. RR–17–07). Princeton, NJ: Educational Testing Service.
Martiniello, Maria
2009 “Linguistic Complexity, Schematic Representations, and Differential Item Functioning for English Language Learners in Math Tests.” Educational Assessment 14 (3–4):160–179.
Messick, Samuel
1989 “Validity.” In Educational Measurement. 3rd ed, ed. by Robert L. Linn, 13–103. New York: American Council on Education/Macmillan.
Otheguy, Ricardo, Ofelia García, and Wallis Reid
2015 “Clarifying Translanguaging and Deconstructing Named Languages: A Perspective from Linguistics.” Applied Linguistics Review 6 (3): 281–307.
Passel, Jeffreys, and D’Vera Cohn
2008Trends in Unauthorized Immigration: Undocumented Inflow Now Trails Legal Inflow. Washington, DC: Pew Hispanic Center.
Roohr, Katrina Crotts, and Stephen G. Sireci
2017 “Evaluating Computer-Based Test Accommodations for English Learners.” Educational Assessment 22 (1): 35–53.
Samson, Jennifer F., and Brian A. Collins
2012Preparing All Teachers to Meet the Needs of English Language Learners: Applying Research to Policy and Practice for Teacher Effectiveness. Washington, DC: Center for American Progress.
Sayer, Peter
2013 “Translanguaging, TexMex, and Bilingual Pedagogy: Emergent Bilinguals Learning through the Vernacular.” TESOL Quarterly 47 (1): 63–88.
Shohamy, Elana
2011 “Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies.” The Modern Language Journal 95 (3): 418–429.
Solano-Flores, Guillermo, and Min Li
2009 “Language Variation and Score Variation in the Testing of English Language Learners, Native Spanish Speakers.” Educational Assessment 14 (3–4): 180–194.
Willis, Gordon B.
2005Cognitive interviewing: A Tool for Improving Questionnaire Design. Thousand Oaks, CA: Sage.
Cited by
Cited by 8 other publications
García, Ofelia & Jo Anne Kleifgen
2020. Translanguaging and Literacies. Reading Research Quarterly 55:4 ► pp. 553 ff.
Guzman‐Orth, Danielle, Cary A. Supalo, Derrick W. Smith, Okhee Lee & Teresa King
2021. Equitable STEM Instruction and Assessment: Accessibility and Fairness Considerations for Special Populations. ETS Research Report Series 2021:1 ► pp. 1 ff.
Lopez, Alexis A., Danielle Guzman‐Orth, Diego Zapata‐Rivera, Carolyn M. Forsyth & Christine Luce
2021. Examining the Accuracy of a Conversation‐Based Assessment in Interpreting English Learners' Written Responses. ETS Research Report Series 2021:1 ► pp. 1 ff.
Lopez, Alexis A. & Florencia Tolentino
2020. Examining How English Learners Interact With WINSIGHT® Summative Assessment Items: An Exploratory Study. ETS Research Report Series 2020:1 ► pp. 1 ff.
Martínez Hinestroza, José, Romina S. Peña-Pincheira & Melissa Adams Corral
2023. Incouple numbers and dedómetros: listening for meaning in bilingual children’s mathematical lexical inventions. ZDM – Mathematics Education 55:6 ► pp. 1101 ff.
Nuñez, Idalia
2021. “Because We Have to Speak English at School”: Transfronterizx Children Translanguaging Identity to Cross the Academic Border.
Research in the Teaching of English
56:1 ► pp. 10 ff.
Scott, Jessica & Scott Cohen
2023. Multilingual, Multimodal, and Multidisciplinary: Deaf Students and Translanguaging in Content Area Classes. Languages 8:1 ► pp. 55 ff.
Yang, Xuexue
2024. Linguistically responsive formative assessment for emergent bilinguals: exploration of an elementary teacher’s practice in a math classroom. International Multilingual Research Journal► pp. 1 ff.
This list is based on CrossRef data as of 15 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.