Off-campus UMass Amherst users: To download campus access dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.
Non-UMass Amherst users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Dissertations that have an embargo placed on them will not be available to anyone until the embargo expires.
Author ORCID Identifier
Open Access Dissertation
Doctor of Philosophy (PhD)
Education (also CAGS)
Year Degree Awarded
Month Degree Awarded
Stephen G. Sireci
Jonathan D. Rosa
Anthropological Linguistics and Sociolinguistics | Bilingual, Multilingual, and Multicultural Education | Educational Assessment, Evaluation, and Research | Educational Methods | Other Linguistics | Science and Mathematics Education
Translanguaging is a view around languages that normalizes diglossia without separation: the linguistic resources of the bilinguals are considered one integrated system. Translanguaging is also a language practice of bilinguals, who select features from their entire linguistic repertoire to make sense of the world around them. Translanguaging is widely used by students and teachers in the bilingual classroom, as it allows students to build upon their entire set of resources, enhance learning outcomes, perform identities, and develop their languages even further. However, translanguaging is rarely used in assessments of bilinguals. Assessments of bilinguals, especially large-scale tests, are typically monolingual in focus and not appropriate for a large portion of the population, who cannot perform as one or two monolinguals. While psychometricians and test developers have spent large amount of resources in developing and testing linguistic accommodations, their efforts are not entirely solving the problems faced by bilinguals. Translanguaging is a framework that may overcome the limitations of linguistic accommodations. However, there is few research on how to properly implement translanguaging in assessments, particularly, in content assessments. The purpose of this work was to evaluate the effectiveness and appropriateness of implementing a translingual administration of the EGMA assessment in the region of Mbandaka, in the Democratic Republic of the Congo. Using a mixed-methods design, I looked at the effect of translanguaging on scores and the alignment of the framework with the classroom practices enounced by teachers. The results of this study show that the translingual version of the EGMA had a positive effect on the scores of girls who identified as bilinguals, and improved the reliability estimates of all the tasks. The results also show that the translingual EGMA is more appropriate for the context of Mbandaka, yet there are characteristics that prevent us from considering the test fully appropriate for the region. Further research must shed light on the particular aspects of the translingual administration that explained the improvements observed in this study. Future studies should also clarify potential routes to a better and more effective implementation of translanguaging in content assessments.
Gandara, Fernanda, "Evaluating a Translingual Administration of the Early Grades Math Assessment (EGMA) in the Democratic Republic of the Congo" (2017). Doctoral Dissertations. 1086.
Anthropological Linguistics and Sociolinguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Linguistics Commons, Science and Mathematics Education Commons