Striving toward Equitable Biliteracy Assessments in Hegemonic School Contexts

Autor/inn/en	Babino, Alexandra; González-Carriedo, Ricardo
Titel	Striving toward Equitable Biliteracy Assessments in Hegemonic School Contexts
Quelle	In: Association of Mexican American Educators Journal, 11 (2017) 1, S.54-72 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
DOI	10.24974/amae.11.328
Schlagwörter	Bilingualism; Literacy; Language Proficiency; Second Language Learning; Language Usage; English (Second Language); Student Diversity; Standardized Tests; Culture Fair Tests; Language Dominance; School Districts; Multiple Literacies; Code Switching (Language); Teaching Methods; Benchmarking; Spanish; Elementary School Students; Native Language; Elementary Secondary Education; Test Construction + Suchen Sie Ihr Suchwort? Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Standadised tests; Standardisierter Test; Sprachliche Dominanz; School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Testaufbau
Abstract	American schools today display unprecedented levels of diversity in regard to the linguistic, socioeconomic, and cultural backgrounds of their student population. Increasingly, more American students are also emergent bilingual learners. Despite this fact, most of the standardized assessments used by schools have been designed and normed for English monolingual students. The lack of specific assessments created for emergent bilinguals provides teachers and other stakeholders with only a partial and often inaccurate view of the students' literacy growth as they develop proficiency in two languages. In this theoretical article, the authors explore how three complex characteristics of emergent biliteracy development interact: bilingual language proficiency, domains of language use, and language dominance. Then, they describe how teachers and school district leaders can begin to create more equitable assessment practices that are more closely aligned with the unique characteristics of biliteracy development admist largely hegemonic, monolingual school systems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01