“…These contentions echo the call of UNESCO, in the year 1953, for the use of mother tongues (MTs) as LoIs, especially in the early years of education (Bull, 1955). This implies that language choices in education have an impact in the teaching and learning process, the school and community and more specially the students being served by the educational system (Gandara & Randall, 2019). By way of logic, if students are taught mathematics in a language they understand most, it is most likely that their anxiety lessens.…”
Section: Athematics Language and Anxietymentioning
confidence: 96%
“…At this point, it is e ssential to note the claim of Jhingran (2005), cited in Alieto (2018), that learning concepts in a language learners yet to master is an improbable educational task especially among young ones. In relation to this, Abedi & Lord (2001), discussed that when assessment transpires in a students have poor or limited proficiency in, which in most cases is English, it becomes complicated, and far from being simple and easy; moreover, the language of educational assessment if often 'overlooke d' (Gandara & Randall, 2019). At this juncture, it is argued that this complication brought about by the 'language issue' happens not only in the niche of assessment, but also in the whole teachinglearning process with respect to students learning mathematics during the early years of education.…”
Section: Athematics Language and Anxietymentioning
Language choice in teaching mathematics is a legitimate area of concern. It is noted that tension exists in classrooms where mathematics is taught in a language different from the first language spoken by the learners (Martínez & Dominguez, 2018). It is then a logical supposition to make that if students in mathematics classes are taught and tested in a language that is not their native their scores and proficiency levels may not be a true measure of their abilities, but a reflection of their mastery of the language used as medium of instruction (Haag, Heppt, Stanat, Kuhl & Pant, 2013). Against this contention, this study is conducted to determine the mathematics proficiency and anxiety of students learning mathematics across different local languages. In addition, the study analyzed whether significant differences exist in the investigated variables across gender. The study disclosed interesting results which were discussed herein.
“…These contentions echo the call of UNESCO, in the year 1953, for the use of mother tongues (MTs) as LoIs, especially in the early years of education (Bull, 1955). This implies that language choices in education have an impact in the teaching and learning process, the school and community and more specially the students being served by the educational system (Gandara & Randall, 2019). By way of logic, if students are taught mathematics in a language they understand most, it is most likely that their anxiety lessens.…”
Section: Athematics Language and Anxietymentioning
confidence: 96%
“…At this point, it is e ssential to note the claim of Jhingran (2005), cited in Alieto (2018), that learning concepts in a language learners yet to master is an improbable educational task especially among young ones. In relation to this, Abedi & Lord (2001), discussed that when assessment transpires in a students have poor or limited proficiency in, which in most cases is English, it becomes complicated, and far from being simple and easy; moreover, the language of educational assessment if often 'overlooke d' (Gandara & Randall, 2019). At this juncture, it is argued that this complication brought about by the 'language issue' happens not only in the niche of assessment, but also in the whole teachinglearning process with respect to students learning mathematics during the early years of education.…”
Section: Athematics Language and Anxietymentioning
Language choice in teaching mathematics is a legitimate area of concern. It is noted that tension exists in classrooms where mathematics is taught in a language different from the first language spoken by the learners (Martínez & Dominguez, 2018). It is then a logical supposition to make that if students in mathematics classes are taught and tested in a language that is not their native their scores and proficiency levels may not be a true measure of their abilities, but a reflection of their mastery of the language used as medium of instruction (Haag, Heppt, Stanat, Kuhl & Pant, 2013). Against this contention, this study is conducted to determine the mathematics proficiency and anxiety of students learning mathematics across different local languages. In addition, the study analyzed whether significant differences exist in the investigated variables across gender. The study disclosed interesting results which were discussed herein.
“…One way to allow for funds of knowledge to be accessed during an assessment is to allow students to use translanguaging when taking a test. Translanguaging refers to “flexible use of linguistic resources that characterizes bilinguals in their attempt to make sense of their bilingual worlds” (Gándara & Randall, 2019, p. 63). For example bilinguals or English learners can be permitted to switch back and forth between languages when reviewing test instructions, reading test content, or providing their responses to test items.…”
Section: Culturally Responsive Assessment As Understandardizationmentioning
confidence: 99%
“…Thus, more flexible test administration conditions that allow translanguaging are better than accommodations for linguistic minorities. For example, Gándara and Randall (2019) pointed out, Because multilingual students do not behave as multiple monolinguals, translated tests are not a satisfactory solution. Test developers should produce assessments that enable multilingual students to use their entire linguistic repertoires and engage in their natural linguistic practices” (p. 58).…”
Section: Culturally Responsive Assessment As Understandardizationmentioning
confidence: 99%
“…Gándara and Randall (2019) evaluated the use of translanguaging to assess the mathematics competencies of girls in the Democratic Republic of the Congo. Using bilingual test administrators, they allowed the students tested to access test instructions and respond to test items using the Lingala or French languages.…”
Section: Culturally Responsive Assessment As Understandardizationmentioning
Educational tests are standardized so that all examinees are tested on the same material, under the same testing conditions, and with the same scoring protocols. This uniformity is designed to provide a level “playing field” for all examinees so that the test is “the same” for everyone. Thus, standardization is designed to promote fairness in testing. In practice, the material tested, the conditions under which a test is administered, and the scoring processes, are often too rigid to provide the intended level playing field. For example, standardized testing conditions may interact with personal characteristics of examinees that affect test performance, but are not construct‐relevant. Thus, more flexibility in standardization is needed to account for the diversity of experiences, talents, and handicaps of the incredibly heterogeneous populations of examinees we currently assess. Traditional standardization procedures grew out of experimental psychology and psychophysics laboratories where keeping all conditions constant was crucial. Today, accounting for and measuring what is not constant across examinees is crucial to valid construct interpretations. To meet this need I introduce the concept of understandardization, which refers to ensuring sufficient flexibility in standardized testing conditions to yield the most accurate measurement of proficiency for each examinee.
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