Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse contexts: teacher perspectives from Oaxaca, Mexico

TLDR

Translanguaging, a fluid use of a full linguistic repertoire, has gained traction in bilingual education but remains difficult to apply in assessment contexts. This study investigates how teachers in Oaxaca use translanguaging in teaching and assessment, aiming to inform more equitable multilingual education. Through an action‑research case study of 40 teachers, the authors examined teachers’ perceptions and practices of translanguaging in classroom language assessments. Teachers reported a tension between preparing students for monolingual‑standardized tests and validating their linguistic identities, suggesting translanguaging can both challenge and support student multilingualism.

Abstract

Multilingual practices of translanguaging – fluid, complex, and dynamic processes of using one's complete linguistic repertoire – have been increasingly embraced by researchers and educators in bilingual education. Applying this perspective within the field of assessment has proven more challenging. In this project, we explore the role of multilingualism in teaching and classroom assessment design and practice, drawing upon the concept of translanguaging as a lens through which to explore the perceptions and practices of teachers. Working from assumptions that multilingualism in classrooms is an important tool to enhance the learning of linguistic minority students, we examined how teachers perceive and practice translanguaging in classroom language assessments through an action research case study with 40 language teachers in the linguistically and culturally diverse state of Oaxaca, Mexico. Their reflections ranged from the pressure to train students to produce monolingual-like language in order to pass international standardized tests to the potential to validate students' linguistic repertoires and multicultural identities through increased use of translanguaging. Our analysis of this action research study and discussion of the potentials and limitations of translanguaging in teaching and assessments aims to contribute to the development of more equitable and effective multilingual education environments in the future.