Abstract
This article presents an assessment design that embraces creativity, criticality, and translanguaging as guiding principles. The design was implemented in the language and content learning classrooms of three Bangladeshi universities. Although the design indicates considerable pedagogical and social benefits, the participants demonstrated conflicting attitudes from the individual, institutional, and ideological dimensions towards implementing such an assessment design in mainstream classrooms. The article recommends teacher education, training programmes, and prestige planning of translanguaging practices for successful implementations of translanguaging oriented assessments in Bangladeshi higher education and related contexts.
Funding source: College of Arts, Society and Education, James Cook University
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