"Schools confuse the assessment of general linguistic proficiency, which is best manifested in bilinguals while translanguaging, with the testing of proficiency in a named language, which insists on inhibiting translanguaging."
Do translations and transadaptations of tests into languages other than English serve as equity tools for assessing multilingual learners?
Is it equitable to have the same grading policy for all students, including multilingual learners? Read this week's "Multilingual Mystery" blog and share your thoughts.
Multilingual Mysteries: Is it counterintuitive to assess in multiple languages when accountability rests in English?
Do you consider it counterintuitive to assess in multiple languages when accountability rests in English? Read this week's blog and submit your answer!