Assessment practices in a public and private institution to promote bilingualism by translanguaging pedagogy: A comparative study

Abstract

This study analyzes how translanguaging pedagogy influences language assessment practices in promoting bilingualism within two different educational contexts in Colombia: a rural public school and an urban private language institute. For data analysis, a mixed-method approach was used. A format for classroom observations and student questionnaires were designed and applied to explore assessment methodologies and students’ perceptions in both institutions. The findings reveal that by including translanguaging in assessments, students feel more confident since learners can draw on their full linguistic repertoire. Therefore, research highlights the importance of designing flexible and inclusive assessment practices that integrate students’ cultural and linguistic backgrounds, promoting a more equitable and context-sensitive bilingual education.