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Holistic Assessment is essential for successful translanguaging pedagogy because it makes space for what students know in any language. Students are able to share and express themselves through their full linguistic repertoire. 'The classroom should be used as a ‘democratic space’ where teachers and students can work together (juntos) (García & Otheguy, 2021).
Restorative Circle - Culture
Another use for restorative circles is that it allows that space for holistic assessment. The description for restorative circles can be found under Purpose 2 - Activating Prior Knowledge. Restorative circles are always a group discussion where everyone has the chance to participate. Circles make room for open discussions among the students and teachers. Teachers are able to learn alongside their students to further understand their perspectives and cultural backgrounds. In addition to this wealth of knowledge to leverage students learning, we can give them opportunities to express themselves in any language in their repertoire.
This restorative circle document was created by Matthew Healey, 2020.
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Puerto Rico - Reading Comprehension
The reading comprehension activity & assessment above utilizes holistic assessment by reading the text in one language, Spanish, and then answers the varying questions in both Spanish and English. This allows students to pull from both their Spanish and English language abilities to read, interpret, and respond to the text using their full linguistic repertoire.
References
García, O., & Otheguy, R. (2021). Ch. 1: Conceptualizing translanguaging theory/practice juntos. In CUNY-NYSIEB (Eds.). Translanguaging and Transformative Teaching for Emergent Bilingual Students
García, O., Johnson, S. I., Seltzer, K., & Valdés, G. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.
Hamman-Ortiz, L. & Hesson, S. (2023) 10 Purposes for Pedagogical Translanguaging
Healey, M. (2020). Restorative Circles.
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