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

Nalubega, Kendra

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

Description

Title

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

Author(s)

Nalubega, Kendra

Issue Date

2024-04-26

Director of Research (if dissertation) or Advisor (if thesis)

Willis, Arlette I

Doctoral Committee Chair(s)

Willis, Arlette I

Committee Member(s)

• McCarthy, Cameron
• Dixson, Adrienne
• Smith, Patriann

Department of Study

Curriculum and Instruction

Discipline

Curriculum and Instruction

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• 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

Abstract

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.

Graduation Semester

2024-05

Type of Resource

Thesis

Handle URL

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

Copyright and License Information

Copyright 2024 Kendra Nalubega

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