How raciolinguistic ideologies shape literacy assessment among African immigrants: A reflection on WIDA-access

This study centers the lived experiences and perceptions of African immigrant students regarding the WIDA language assessment and subsequent placement in Illinois K–12 bilingual programs. Anchored in Critical Race Theory (CRT) and raciolinguistics, the research critically examines how these assessments reflect and impact the educational trajectories of this student demographic. Qualitative data, gathered through oral histories and semi-structured interviews, shed light on the participants' pre- and post-assessment experiences, revealing race-based systemic gaps in the integration and support for African immigrant students. The study calls for a paradigm shift towards an Afrolinguistic and Cultural Capital (ACA) framework, advocating for assessment designs and educational policies that recognize and capitalize on linguistic diversity; As well as empowers Pan-African language speakers to capitalize on their invaluable linguistic and cultural practices. It underscores the potential of culturally responsive approaches to harness the multilingual competencies of African immigrants, thus promoting educational equity and linguistic justice. This work adds a significant layer to existing literature on African immigrant literacies in the US, particularly concerning assessment practices, by highlighting the necessity of culturally and linguistically nuanced pedagogies in assessment design, policy, and implementation.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2024

Author dc:creator

• Nalubega, Kendra

Contributors dc:contributor

• Willis, Arlette I
• McCarthy, Cameron
• Dixson, Adrienne
• Smith, Patriann

• Literacy Assessment
• Wida Access
• Black Immigrants
• Raciolinguistics
• Critical Race Theory
• Multilingual Students
• Language Assessment
• African Immigrants
• Pan African Languages
• Afrolinguistic
• Cultural Capital
• Black Immigrant Literacy
• English Learners
• English Language Learners
• Bilingual Education

Statement dc:rights

• Copyright 2024 Kendra Nalubega

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/124389

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F124389