Linguistic equity
reflections on the assessment of bilingual students
DOI:
https://doi.org/10.5433/2237-4876.2025v28n1p89-103Keywords:
avaliação educacional, equidade, justiça, bilinguismo, letramento em avaliação, translinguagemAbstract
The assessment of bilingual students is a central issue in the field of education, as it involves not only measuring learning but also addressing equity and justice. This article discusses the challenges and possibilities of equitable assessment for these students, drawing on the concepts of assessment literacy (Stiggins, 1991; 1995; Quevedo-Camargo; Scaramucci, 2018) and the principles of equity and justice proposed by Kunnan (2000; 2004; 2013; 2018). We argue that assessment should integrate content and language coherently (Gottlieb, 2016; 2022), recognizing the complexity of bilingual linguistic practices. Additionally, we explore translanguaging (García; Wei, 2014) as a pedagogical resource that allows for a more representative evaluation of students' knowledge. Based on recent studies, we propose assessment strategies that ensure greater transparency, accessibility, and respect for the linguistic and cultural diversity of bilingual students. Finally, we highlight the need for a dynamic and inclusive assessment approach that acknowledges the challenges of bilingualism without reinforcing monolingual models of knowledge measurement.
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