ABSTRACT

We highlight how the use of holistic biliteracy and translanguaging perspectives can be applied in the assessment of emergent bilingual middle school students’ writing to counter deficit views of their divergent repertoires. The study took place in a Mountain West middle school with a large Latinx population. We analyzed eleven emerging bilingual students’ (EBs) responses to a writing prompt in an English language arts class. Findings include EBs’ use of translanguaging [García, O. 2009. Bilingual Education in the 21st Century: A Global Perspective. Wiley-Blackwell], or strategic languaging, in which the students used different codes/languages in their writing. Additionally, this study found that EBs might show different patterns of spelling development as they learn to access the different alphabetic patterns of their respective repertoires. Finally, the study highlights how EBs draw from diverse discourse patterns as they compose. The analysis revealed the cultural and linguistic knowledge(s) EBs bring to developing their writing, which are often not part of monolingual English writing rubrics. Thus, the implications suggest that teachers need to develop critical sociolinguistic responsive practices as the field seeks to equitably assess the writing of EBs. Moreover, we suggest that critical cultural and linguistic awareness is needed in order to nurture the identities and competencies of EBs.

摘要

我们强调如何使用整体双语和跨语言观点来评估新兴双语中学生的写作，以应对他们对不同曲目的不足看法。这项研究是在一所拥有大量拉丁裔人口的西部山区中学进行的。我们分析了 11 名新兴双语学生 (EB) 在英语语言艺术课上对写作提示的反应。调查结果包括 EB 对跨语言的使用 [García, O. 2009. 21 世纪的双语教育：全球视角. Wiley-Blackwell]，或战略语言，学生在写作中使用不同的代码/语言。此外，这项研究发现，当 EB 学习访问各自曲目的不同字母模式时，它们可能会表现出不同的拼写发展模式。最后，该研究强调了 EB 在撰写时如何从不同的话语模式中汲取灵感。分析揭示了 EB 为发展他们的写作带来的文化和语言知识，这些知识通常不是单语英语写作标准的一部分。因此，这意味着教师需要发展批判性的社会语言响应实践，因为该领域寻求公平地评估 EB 的写作。而且，