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An entire class of students rarely develop the conceptual understanding along the same linear progression.

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An entire class of students rarely develop the conceptual understanding along the same linear progression.

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1. Every content-based assessment is also a language assessment.

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1. Every content-based assessment is also a language assessment.

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Being at school that does not allow cell phones in the classroom, I am curious how to access translation apps to support multilingual communication.

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All teachers are language teachers, and for multi-lingual learners, every content-based assessment is also a language assessment (Mahoney 2017).

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Encouragement of the use of multiple languages during assessment (formative and summative).

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"Although many teachers  are on board with this idea, they find that they  lack planning tools to support them as they develop and interpret multilingual formative assessment tasks. In this article, we share a tool that  supports teachers in modifying or creating sci ence formative assessment tasks for multilingual  learners that welcome translanguaging."

Often times, content classroom teachers share that they do not know how to help their ML students and that they do not have enough time to modify the way they need. If they have an ML teacher to support them that is great but not every school has enough ML teachers to meet that need.

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Translanguaging should be welcomed and encouraged

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Encourage students to write their ideas in their native language when they are not yet able to do it in English

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Encourage students to write their ideas in their native language when they are not yet able to do it in English

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1. All teachers are language teachers.

2. Teachers might explicitly talk with students about how their classroom is different from many because multilingualism is seen as a superpower that is important for sensemaking.

3. Sensemaking should center around students and their ideas, not teachers’ agendas or accountability frameworks.

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How could use small group and partner work time as a way to build my students' awareness of how talking together can translate into better writing and organization of their thoughts and ideas?

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1. "Formative assessment is important (not only in science) because students' ideas develop in nuanced and complex ways."

2. "All teachers are language teachers, and for multilingual learners, every content-based assessment is also a language assessment."

3. When designing transformative assessment tasks, teachers should pause to reflect about the community, family, and classroom-based experiences and interests that students bring to the formative assessment task.

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1. (Trans)formative assessment template allows for the inclusivity of all students in the classroom.

2. Translanguaging tools are imperative to both teachers/staff and students for overall communication.

3. This method leads to increased student engagement and provided deeper insights into student thinking

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1- Welcoming student's linguistic and cultural resources in order to expand classroom sense-making opportunities.

2- Formative assessments are a tool to use that can monitor how ALL student are understanding the material in class.

3- Teachers should design ways to implement translanguaging in the classroom and assessments.

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Model thinking aloud for students! Model your thought process for students, translate this thought process for ML students.

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Multilingualism a superpower.

It gives multifaceted perspective to our students' learning, and to our teaching.

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What are some more strategies to engage students (especially ML students) who remain "passive" during lessons? What has worked for others?

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It is important to value all ways students use language to communicate and engage in sensemaking.

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It is important to value all ways students use language to communicate and engage in sensemaking.

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1. "All teachers are language teachers, and for multi-lingual learners, every content-based assessment is also a language assessment"

2. Use models when explaining assessments.

3. "Additionally, students’ bilingual conversations and written text provided us a window into their current sensemaking."

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Making external material resources, such as bilingual dictionaries and internet-based translation apps, should be available to students.

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"Additionally, teachers

might model their own bilingualism as they think aloud about the assessment task or refer to a co-created multilingual anchor chart related to the assessment phenomena."

As a bilingual ML teacher, I use translanguaging every day with my students. I weave English and Spanish into our lessons and conversations. Sometimes I can articulate better in English or vice versa. I encourage students to use both of their languages (sometimes they have more than 2) when communicating and processing information.

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Translanguaging frames language learning as continuous practice, emphasizing "fluidity" by which students can navigate their linguistic resources.

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How to be better at designing & modifying specific tasks to support translanguaging .

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Although the text mentioned that translanguaging may involve multimodal strategies including technology, do you think (trans)formative assessments will be more successful if the teachers have the competence in both languages?

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All teachers are language teachers

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Gotta-have-it checklist

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1. encourage students to share their knowledge in their language(s) of choice!

2. students become confident in their learning when they can show what they know.

3. Wording on expectations is important, I often tell my students answer this question and they ask "in English or Spanish" -- Both!

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Multimodal translanguaging objectives refer to the ways students are encouraged to use linguistic and nonlinguistic modes to accomplish the assessment task. (Awesome!)

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Formative assessment includes the formal and informal activities that allow teachers to get a sense of student ideas about a specific phenomenon or concept with the purpose of informing future instruction (Brookhart 2003). (Assessment for learning)

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1) All teachers are language teachers, and for multi-

lingual learners, every content-based assessment

is also a language assessment (Mahoney 2017).

2)The modified task allowed us to see engage-

ment, excitement, and even joy from students who

usually choose to remain passive observers of class-

room activities.

3)external material resources, such as bilingual

dictionaries and internet-based translation apps,

should be available to students.

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...encourage students to share their ideas multilingually

and multimodally...using their language preference

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"We know that students bring prior experiences and

interests with them to science classrooms. These ex-

periences and interests can inform and expand sense-

making opportunities when noticed and leveraged

by the teacher, or if they are overlooked or de-empha-

sized, sensemaking opportunities can become closed

down (Haverly et al. 2020)."

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We only have two groups - newcomers and long term ELs. The long term ELs don't know academic vocab in their native language, so it is hard to get the to work cooperatively with the Newcomers.

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Creating checklists of things to keep in mind while assessing the students. No wrong or right answers but just checking on the ideas.

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All teachers in every school should welcome students’ translanguaging practices not only at the beginning of an assessment event, but during their regular instructional interactions.

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Does translanguaging pose risk as far as learning a new language is concerned?

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Does translanguaging pose risk as far as learning a new language is concerned?

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"If teachers are not bilingual/multilingual themselves, they can use translation apps and online dictionaries to communicate with students in their home languages." This might take time in our instructional time especially if ML students have questions/answer in Spanish. A student-translator might be more ideal than the applications.

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I agree that students' responses are valid regardless of the language they use.

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I agree that students' responses are valid regardless of the language they use.

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The multi language approach that I have been practicing during my instructional interventions and/or co-teaching activities are accepted and even encouraged :D

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1. "The purpose of formative assessment is to get a snapshot of students’ ideas to adjust instruction."

2. "Teachers should address their assumptions about language and communication as they develop (trans)formative assessment tasks."

3. Whether it is during instruction or assessment, teachers have to make sure that they leverage students' diverse backgrounds and linguistic resources not only to make the lessons more relatable, but also make the entire teaching-learning process more inclusive! :>

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Building from prior knowledge is a strategy I use to connect with my students and engage them in a lesson.