Acceso usuarios
[1]
;
Ryschka, Dean
[1]
;
Dooley, Karen
[1]
Australia
Recent scholarship proposes translanguaging for developing more complete, valid and socially just content-based school assessment. This scoping review examines the nascent evidence base, identifying what is known about possibilities, benefits and challenges of translanguaging in content-area assessments. Following established scoping review methodology, 33 peer-reviewed sources were included. Analyses mapped existing knowledge, gaps, and an agenda for future research. The findings show that a translanguaging-informed approach to content-based school assessments offers possibilities and potential benefits of greater equity and social justice for multilingual learners. Complex challenges were identified, along with insights into the adequacy of translanguaging in addressing all assessment-based inequities and injustices for multilingual learners. The review synthesises knowledge that might be applied by practitioners with contextualised reflexivity; it also identifies imperatives for research in more sociocultural contexts, and with complementary theoretical perspectives.
