Translanguaging in Reading Comprehension Assessment: Implications on Assessing Literal, Inferential, and Evaluative Comprehension among ESL Elementary Students in Taiwan

Abstract

In an attempt to increase the accuracy of L2 reading assessments on the true knowledge of ESL  learners, this study explores the three levels of reading comprehension (literal, inferential, and evaluative) and the notion of translanguaging for the possibility of an alternate testing method. Data were collected through a self-designed reading comprehension assessment among 123 sixth-graders in Taiwan. Two versions of the assessment were created: one provided reading text and questions in L2, and the other provided just the questions, translated into L1. Results indicate that student performance on all three comprehension levels were better with L1 questions and that all levels demonstrated high practical significance. Performance on evaluative open-ended questions was significantly better with L1 questions and L1-allowed responses. Correlations were found between students’ L2 proficiency and comprehension, and on the inferential and evaluative levels, L2 proficiency had higher correlations with questions in L1 than in L2.