f Translanguaging and Responsive Assessment Adaptations: Emergent Bilingual Readers through the Lens of Possibility

References

1. Abedi J. (2009) Examining the impact of language factors as a construct irrelevant source across ELL/non-ELL subgroups. Unpublished manuscript, AERA Annual Conference.
   [Google Scholar]
2. Abedi JHofstetter C.Lord C. (2004) Assessment accommodations for English language learners: Implications for policy-based empirical research. Review of Educational Research, 74, 1–28.
   [Google Scholar]
3. Acosta BRivera C.Willner L. S. (2008) Best practices in state assessment policies for accommodating English language learners: A Delphi study. Arlington, VA, The George Washington University Center for Equity and Excellence in Education. Retrieved from https://files.eric.ed.gov/fulltext/ED539759.pdf.
4. Afflerbach P (2016) Reading assessment: Looking ahead. The Reading Teacher, 69, 413–419.
   [Google Scholar]
5. Allard E (2017) Re-examining teacher translanguaging: An ecological perspective. Bilingual Research Journal, 40, 116–130.
   [Google Scholar]
6. American Educational Research Association (AERA), American Psychological Association (APA), & National Council on Measurement in Education (NCME) (2014) The standards for educational and psychological testing. Washington, DC, American Educational Research Association.
   [Google Scholar]
7. Ascenzi-Moreno L (2016) An exploration of elementary teachers’ views of informal reading inventories in dual language bilingual programs. Literacy Research and Instruction, 55, 285–308.
   [Google Scholar]
8. Bedore LPena E.García M.Cortez C. (2005) Conceptual versus monolingual scoring: When does it make a difference?. Language, Speech, and Hearing Services in Schools, 36, 188–200.
   [Google Scholar]
9. Bialystok E (2007) Acquisition of literacy in bilingual children: A framework for research. Language Learning, 57, 45–47.
   [Google Scholar]
10. Brooks M. D (2017) “How and when did you learn your languages?” Bilingual students’ linguistic experiences and literacy instruction. Journal of Adolescent and Adult Literacy, 60, 383–393.
    [Google Scholar]
11. Brown S (2013) An analysis of the discourse and actions of reading conferences with English learners: A situated perspective. Literacy Research and Instruction, 52, 130–149.
    [Google Scholar]
12. Charmaz K (2010) Grounded theory: Objectivist and constructivist methods. InLuttrell W.Ed Qualitative educational research: Readings in reflexive methodology and transformative practice. 183–207. London, United Kingdom, Taylor & Francis Publishers.
    [Google Scholar]
13. Clay M (2000) Running records for classroom teachers.. Portsmouth, NH, Heinemann.
    [Google Scholar]
14. Creswell J. W. (2012) Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA, SAGE.
    [Google Scholar]
15. Fountas I.Pinnell G. S. (2000) Guiding readers and writers: Teaching comprehension, genre, and content literacy. Portsmouth, NH, Heinemann.
    [Google Scholar]
16. Gandy S. E. (2013) Informal reading inventories and ELL students. Reading & Writing Quarterly, 29, 271–287.
    [Google Scholar]
17. García OJohnson S. I.Seltzer K. (2017) The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, PA, Caslon.
    [Google Scholar]
18. García OKleifgen J. A.Falchi L. (2008) January, From English language learners to emergent bilinguals. A Research Initiative of the Campaign for Educational Equity. Retrieved from http://files.eric.ed.gov/fulltext/ED524002.pdf.
    [Google Scholar]
19. García O.Kleyn T. (2016) Translanguaging with multilingual students: Learning from classroom moments. London, United Kingdom, Routledge.
    [Google Scholar]
20. García OWei L. (2014) Translanguaging: Language, bilingualism, and education. London, United Kingdom, Palgrave Macmillan Pivot.
    [Google Scholar]
21. González V (2012) Assessment of bilingual/multilingual pre-K-Grade 12 students: A critical discussion of past, present, and future issues. Theory into Practice, 51, 290–296.
    [Google Scholar]
22. Goodman. K (1969) Analysis of oral reading miscues: Applied psycholinguistics. Reading Research Quarterly, 5, 9–30.
    [Google Scholar]
23. International Reading Association (IRA) & the National Council of Teachers of English (NCTE) (2009) Standards for the assessment of reading and writing. Retrieved from http://www.ncte.org/standards/assessmentstandards.
    [Google Scholar]
24. Kabuto B (2017) A socio-psycholinguistic perspective on biliteracy: The use of miscue analysis as a culturally relevant assessment tool. Reading Horizons, 56, 25–44.
    [Google Scholar]
25. Mahoney K. (2017) The assessment of emergent bilinguals: Supporting English language learners. Bristol, United Kingdom, Multilingual Matters.
    [Google Scholar]
26. Menken KSolorza C. (2015) Principals as linchpins in bilingual education: The need for prepared school leaders. International Journal of Bilingual Education and Bilingualism, 18, 676–697.
    [Google Scholar]
27. Otheguy RGarcía O.Reid W. (2015) Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6, 281–307.
    [Google Scholar]
28. Palmer DMartínez R. (2016) Developing biliteracy: What do teachers really need to know about language?. Language Arts, 93, 379–385.
    [Google Scholar]
29. Proctor C. PAugust DSnow C.Barr C. (2010) The interdependence continuum: A perspective on the nature of Spanish-English bilingual reading comprehension. Bilingual Research Journal, 33(5, 5–20.
    [Google Scholar]
30. Sánchez SRodriguez B. J.Soto-Huerta M.Castro F.Guerra N.Bustos B. (2013) A case for multidimensional bilingual assessment. Language Assessment Quarterly, 10, 160–177.
    [Google Scholar]
31. Shohamy E (2011) Assessing multilingual competencies: Adopting construct valid assessment policies. Modern Language Journal, 95, 418–442.
    [Google Scholar]
32. Souto-Manning M (2016) Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher, 70, 263–271.
    [Google Scholar]
33. Vogel SAscenzi-Moreno L.García O. (2018) An expanded view of translanguaging: Leveraging the dynamic interactions between a young multilingual writer and machine translation software. InChoi J.Ollerhead S.Eds Plurilingualism in teaching and learning: Complexities across contexts. 89–106. London, United Kingdom, Routledge.
    [Google Scholar]
34. Zapata ALaman T. T. (2016) “I write to show how beautiful my languages are”: Translingual writing instruction in English-dominant classrooms. Language Arts, 93, 366–378.
    [Google Scholar]