Publication Date

3-1-2025

Document Type

Article

Publication Title

TESOL Journal

Volume

16

Issue

1

DOI

10.1002/tesj.914

Abstract

In this article, the authors describe how their NPD project aims to support bilingual classroom teachers' understanding and implementation of translanguaging as theory and practice. They share two practical tools they developed to help teachers approach formative assessment through a translanguaging lens. The first tool is a classroom conversation observation tool that equips teachers to capture what focal students can do in conversations about grade level content in Spanish, English, and via translanguaging. Tool 1 is aligned with the Common Core Speaking and Listening standards and includes a blank template teachers can use to align the tool with relevant standards across content areas and grade levels. The second tool is designed to help teachers (1) get to know a student as a holistic individual, (2) use that information to identify high-interest books for the student, and (3) employ culturally and linguistically responsive adaptations, such as translanguaging, to formatively assess the student's reading. Both tools are intended to guide instruction via informal formative assessment: Identifying students' strengths and needs helps distinguish aspects of language and literacy necessary for future instruction.

Funding Sponsor

Office of English Language Acquisition

Comments

This is the peer reviewed version of the following article: Rodriguez-Mojica, C., Briceño, A., Rutherford-Quach, S. and Stoehr, K.J. (2025), Translanguaging Formative Assessment Tools for Bilingual Teachers of Multilingual Students. TESOL J, 16: e914. https://doi.org/10.1002/tesj.914, which has been published in final form at https://doi.org/10.1002/tesj.914. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.

Department

Teacher Education

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