Reliability assessment and construct validation of Translanguaging in Education and Social Settings Questionnaire (TESS)

• Ghaemi, Hamed ^[1]
  1. [1] Institute for Higher Education Policy

     Institute for Higher Education Policy

     Estados Unidos

     
• Localización: International journal of multilingualism, ISSN 1479-0718, Vol. 23, Nº. 1, 2026, págs. 86-104
• Idioma: inglés
• DOI: 10.1080/14790718.2025.2519947
• Texto completo no disponible (Saber más ...)
• Resumen

  • This research sought to determine the reliability and validity of the Translanguaging in Education and Social Settings Questionnaire for multilingual learners. The participants were 350 multilingual learners, 195 female, and 155 males aged between 16 and 45 years attending various learning institutions. The TESS is a Likert scale 21-item questionnaire, which was disseminated online and 340 valid responses were received in six weeks. Reliability was done using Cronbach’s alpha and test-retest reliability to determine the internal consistency and the stability of the instrument. EFA and CFA were performed to determine the construct validity of the tool. The obtained coefficient of reliability was very high. EFA revealed six factors accounting for 76.5% of variance; CFA also showed reasonable fitness. SEM analysis indicated that there were significant relationships between the constructs, revealing that the use of translanguaging practice that promote learning support the variables of social support and self-efficacy for learning. In this study, the TESS proves to be a psychometrically sound assessment tool for analysing translanguaging profiles in educational settings and provides potential practices that can inform educators for creating learning environments that are sensitive to students’ linguistic backgrounds.

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