Integrating translanguaging into assessment: students’ responses and perceptions
نویسندگان
چکیده
Abstract This paper explores how beginners in a second language (L2) perform on and perceive an online writing test that is designed based the notion of translanguaging. The was administered during emergency remote teaching when many L2 courses navigated creative solutions to testing. Situated ab initio Mandarin Chinese course New Zealand, 163 students’ first-time digital compositions responses immediate follow-up survey their translanguaging practices were analysed as part evaluating new assessment design. Students’ demonstrated purposeful conditions, judiciously negotiating existing linguistic knowledge completing task. showed augmented task completion learners’ trans-semiotic repertoires recognised legitimate resource for identity expression. found most students supported design integrated multimodal composition translanguaging, replacing monolingually-focused handwriting-based tasks. Some sceptical approach it unexpected, unnecessary, inauthentic. study suggests might incorporate transformative facet genuinely engage beginning learners meaningful tasks proficiency level limited.
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ژورنال
عنوان ژورنال: Applied linguistics review
سال: 2023
ISSN: ['1868-6303', '1868-6311']
DOI: https://doi.org/10.1515/applirev-2023-0087