Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program: Understanding Students’ Translanguaging Practices Across Informal Assessments

《Biliteracy of African American and Latinx Kindergarten Students in a Dual-Language Program: Understanding Students’ Translanguaging Practices Across Informal Assessments》

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关键字: bilingual education, dual-language education, African American students, Latinx students, translanguaging, bilingual assessment, urban education

作者单位: 1University of South Carolina, Columbia, SC, USA;2Oregon State University, Corvallis, OR, USA;3Urbana School District 116, IL, USA

摘要: This article uses a translanguaging framework, together with critical case sampling and qualitative analysis, to explore how six students approached literacy in an integrated dual-language (DL) program in a low-income, working-class, predominantly African American school. Students’ translanguaging practices encompassed a broad repertoire of features that included home language, academic language, metalinguistic awareness, and lived experiences across home, school, and community contexts—many of which likely to go unexamined with traditional standardized testing. Educators working with minoritized DL students are encouraged to adopt a translanguaging lens when assessing students’ bilingualism and biliteracy to more fully capture students’ linguistic repertoire.