Integrating Translanguaging in Formative Assessments

Authors

  • Chen Yunxian Guangdong University of Foreign Studies
  • Wang Zhonghui Guangdong University of Foreign Studies

DOI:

https://doi.org/10.62583/rseltl.v2i3.46

Keywords:

Translanguaging, formative assessment, Chinese immersion, multilingualism, CLIL, participatory research

Abstract

The study "Integrating Translanguaging in Formative Assessments" investigates how a Chinese immersion classroom Content and Language Integrated Learning (CLIL) educator adopts a translanguaging pedagogy approach to classroom assessments. Using the Translanguaging Design Cycle framework, the research analyses the perspectives of the teacher and students on how assessments reflect their multilingual identities. The researchers collaborated with a seventh-grade teacher to co-develop classroom lessons and assessments, collecting data through classroom observations, interviews, and student work. Their findings show that incorporating translanguaging boosts student engagement, confidence, and critical thinking, allowing students to use their full linguistic range and affirm their multilingual identities. The study advocates embedding translanguaging practices in assessments to authentically capture students' understanding and foster collaboration between educators and researchers. It recommends specialised training for teachers to equip them with practical strategies for effectively implementing translanguaging in assessments.

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Published

12.05.2024

How to Cite

Yunxian, C., & Zhonghui, W. (2024). Integrating Translanguaging in Formative Assessments. Research Studies in English Language Teaching and Learning, 2(3), 116–131. https://doi.org/10.62583/rseltl.v2i3.46

Issue

Section

Articles