Incorporating Translanguaging in Language Assessment: The Case of a Test for University Professors

ABSTRACT

In this article, we report on our development of a translanguaged French/English listening task as part of the revision of a test for professors in a bilingual Canadian university. The primary objective in revising the test was to more authentically represent the target language use domain, which regularly includes translanguaging. We describe the development process for this listening task based on a translanguaged department meeting. We outline the decisions made in operationalizing translanguaging in the source documents as well as in task instructions and responses. A priori test validation activities will also be presented which include stimulated reflections by test takers during task trialing. From these reflections, we attempted to determine the extent to which the translanguaged elements supported or otherwise affected the candidates’ test-taking experience. In addition, a survey was conducted with faculty deans and others who make employment decisions on the basis of these test scores. These decision makers were asked to comment on the competence needed in typical activities of professors in the course of their work (some of which explicitly include translanguaging). We conclude with a discussion of the challenges involved in developing assessment tasks that make explicit the value of dynamic bilingual practices.