TRANSLANGUAGING IN ACTION: REIMAGINING LANGUAGE CLASSROOM ASSESSMENT
DOI:
https://doi.org/10.29121/shodhkosh.v5.i2.2024.3649Keywords:
Translanguaging, Classroom Assessment, Translanguaging-based AssessmentAbstract [English]
This paper explores the use of translanguaging in multilingual classrooms, focusing on its integration into assessment practices to enhance narrative writing skills. It outlines a translanguaging-based assessment approach that allows students to utilise their entire linguistic repertoire during the learning process. Key phases of this approach include planning, data collection, feedback, and reflection, emphasising a dynamic, personalised evaluation method. The paper also introduces a rubric tailored to assess content, linguistic resources, and grammar within a translanguaging framework. Drawing on theoretical insights from scholars like Canagarajah and García, the proposed methodology supports a fluid use of languages, fostering a more inclusive, effective learning environment. Implications include reducing language anxiety, leveraging native languages for better comprehension, and challenging monolingual biases.
References
Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol: Multilingual Matters.
Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal , 95, 401-417.
Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Modern Language Journal, 95(3), 401–417. DOI: https://doi.org/10.1111/j.1540-4781.2011.01207.x
Cook, V. (1991). Second language learning and language teaching . London: Edward Arnold.
Cummins, J. (1978). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research , 49(2), 222-251. DOI: https://doi.org/10.3102/00346543049002222
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. The Canadian Journal of Applied Linguistics , 10(2), 221-240.
García, O., & Kleyn, T. (2016). Translanguaging with multilingual students: Learning from classroom moments . New York: Routledge. DOI: https://doi.org/10.4324/9781315695242
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism, and education . New York: Palgrave Macmillan. DOI: https://doi.org/10.1057/9781137385765_4
Gorter, D., & Cenoz, J. (2016). Language education policy and multilingual assessment. Language and Education , 30(3), 1-15. DOI: https://doi.org/10.1080/09500782.2016.1261892
Herdina, P., & Jessner, U. (2002). A dynamic model of multilingualism: Perspectives of change in psycholinguistics. Clevedon: Multilingual Matters. DOI: https://doi.org/10.21832/9781853595547
Skutnabb-Kangas, T. (1981). Bilingualism or not: The education of minorities. Clevedon: Multilingual Matters.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Pradeep Ande
This work is licensed under a Creative Commons Attribution 4.0 International License.
With the licence CC-BY, authors retain the copyright, allowing anyone to download, reuse, re-print, modify, distribute, and/or copy their contribution. The work must be properly attributed to its author.
It is not necessary to ask for further permission from the author or journal board.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
