Jamie L. Schissel|Constant Leung|Mario E. López?Gopar|James R. Davis
Multilingual learners in language assessment: assessment design for linguistically diverse communities
University of North Carolina at Greensboro|King's College London|Benito Juárez Autonomous University of Oaxaca|University of North Carolina at Greensboro
assessments designed analyzed study used taskbased language design template rooted theories language reflecting heteroglossic language practices funds knowledge learning theories understood transforming classroom teaching learning assessment continua biliteracy lenses using participatory action research model created assessment instruments preservice english teachers oaxaca mexico integrating language practices communities classrooms assessments participants completed two reading writing tasks task 1 intentionally designed engage learners english spanish languages resources task 2 restricted englishonly analyses indicated 1 preservice english teachers performed better multilingual task monolingual english task level statistical significance 2 integrating multilingual resources within assessment design allow testtakers demonstrate complex highorder thinking skills language learning offering empirical evidence assessment approach consistent broadly supported principle making use students linguistic resources purpose teaching learning