TY - JOUR
T1 - Always at the Bottom
T2 - Ideologies in Assessment of Emergent Bilinguals
AU - Ascenzi-Moreno, Laura
AU - Seltzer, Kate
N1 - Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by The Professional Staff Congress and the City University of New York Research Award Program (Grant no. 69126-00 47).
Publisher Copyright:
© The Author(s) 2021.
PY - 2021
Y1 - 2021
N2 - Recent scholarship has identified how the reading assessment process can be improved by adapting to and accounting for emergent bilinguals’ multilingual resources. While this work provides guidance about how teachers can take this approach within their assessment practices, this article strengthens and builds on this scholarship by combining translanguaging and raciolinguistic lenses to examine the ideologies that circulate through assessment. By comparing interview data from English as a new language and dual-language bilingual teachers, we found that while reading assessments fail to capture the complexity of all emergent bilinguals’ reading abilities, they particularly marginalize emergent bilinguals of color. Thus, we expose the myths of neutrality and validity around reading assessment and demonstrate how they are linked to ideologies about race and language. We offer a critical translingual approach to professional learning that encourages teachers to grapple with these ideologies and shift toward a more critical implementation of reading assessments.
AB - Recent scholarship has identified how the reading assessment process can be improved by adapting to and accounting for emergent bilinguals’ multilingual resources. While this work provides guidance about how teachers can take this approach within their assessment practices, this article strengthens and builds on this scholarship by combining translanguaging and raciolinguistic lenses to examine the ideologies that circulate through assessment. By comparing interview data from English as a new language and dual-language bilingual teachers, we found that while reading assessments fail to capture the complexity of all emergent bilinguals’ reading abilities, they particularly marginalize emergent bilinguals of color. Thus, we expose the myths of neutrality and validity around reading assessment and demonstrate how they are linked to ideologies about race and language. We offer a critical translingual approach to professional learning that encourages teachers to grapple with these ideologies and shift toward a more critical implementation of reading assessments.
UR - http://www.scopus.com/inward/record.url?scp=85118230740&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85118230740&partnerID=8YFLogxK
U2 - 10.1177/1086296X211052255
DO - 10.1177/1086296X211052255
M3 - Article
AN - SCOPUS:85118230740
JO - Journal of Literacy Research
JF - Journal of Literacy Research
SN - 1086-296X
ER -