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Schissel, Jamie L.; Leung, Constant; López-Gopar, Mario; Davis, James R. – Language and Education, 2018
The assessments designed for and analyzed in this study used a task-based language design template rooted in theories of language reflecting heteroglossic language practices and funds of knowledge learning theories, which were understood as transforming classroom teaching, learning, and assessment through continua of biliteracy lenses. Using a…
Descriptors: Multilingualism, Spanish, Task Analysis, Preservice Teachers
Schissel, Jamie L.; López-Gopar, Mario; Leung, Constant; Morales, Julio; Davis, James R. – Language Assessment Quarterly, 2019
For linguistically diverse communities, researchers have long questioned assessment approaches that disregard learners' multilingualism. Our study offers potential approaches that center contextualized, multilingual knowledges and skills within classroom-based language assessments with one teacher and his English foreign language courses for…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods