Striving toward equitable biliteracy assessments in hegemonic school contexts

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dc.contributor.authorBabino, Alexandra
dc.contributor.authorGonzález-Carriedo, Ricardo
dc.creator.orcidhttps://orcid.org/0000-0002-6618-3335
dc.date.accessioned2023-08-21T17:01:00Z
dc.date.available2023-08-21T17:01:00Z
dc.date.issued2017
dc.descriptionArticle originally published in Association of Mexican American Educators Journal, 11(1), 54–72. English. Published online 2017 https://doi.org/10.24974/amae.11.328
dc.description.abstractAmerican schools today display unprecedented levels of diversity in regard to the linguistic, socioeconomic, and cultural backgrounds of their student population. Increasingly, more American students are also emergent bilingual learners. Despite this fact, most of the standardized assessments used by schools have been designed and normed for English monolingual students. The lack of specific assessments created for emergent bilinguals provides teachers and other stakeholders with only a partial and often inaccurate view of the students’ literacy growth as they develop proficiency in two languages. In this theoretical article, the authors explore how three complex characteristics of emergent biliteracy development interact: bilingual language proficiency, domains of language use, and language dominance. Then, they describe how teachers and school district leaders can begin to create more equitable assessment practices that are more closely aligned with the unique characteristics of biliteracy development amidst largely hegemonic, monolingual school systems.en_US
dc.identifier.citationThis is the published version of an article that is available at: https://doi.org/10.24974/amae.11.328. Recommended citation: Babino, A., & González-Carriedo, R. (2017). Striving toward equitable biliteracy assessments in hegemonic school contexts. Association of Mexican American Educators Journal, 11(1), 54–72. This item has been deposited in accordance with publisher copyright and licensing terms and with the author’s permission.en_US
dc.identifier.urihttps://hdl.handle.net/11274/15399
dc.identifier.urihttps://doi.org/10.24974/amae.11.328
dc.language.isoen_USen_US
dc.publisherThe Association of Mexican American Educatorsen_US
dc.rights.licenseCC-BY
dc.subjectEmergent bilingual learnersen_US
dc.subjectEmergent biliteracy developmenten_US
dc.subjectEquitable assessment practicesen_US
dc.titleStriving toward equitable biliteracy assessments in hegemonic school contextsen_US
dc.typeArticleen_US

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