A Translanguaging Approach to Formative Reading Assessments to Support the Acquisition of English in Multilingual Adults at the A1-A2 Level

Abstract

Globalization and multilingualism have revolutionized English language teaching, as educators shift from traditional, monolingual approaches to modern, dynamic instruction that reflects real-world diversity. This is particularly true in Europe, but Spain has fallen behind its neighbors in foreign language proficiency due to outdated pedagogies that overlook pre-existing social multilingualism, neglect the needs of older learners, and lack robust assessment practices. Given the growing emphasis on lifelong learning, assessment methods that are inclusive and effective for all ages and levels must be developed. This proposal provides a practical solution for teachers seeking to modernize language education in Spain by suggesting a translanguaging approach to formative reading assessments for multilingual adult learners at an A1-A2 level. By harnessing these students’ existing linguistic resources, a translanguaging design could more accurately capture their reading comprehension skills and reduce the barriers imposed by monolingual testing formats. The proposed intervention, therefore, offers both a form of scaffolding that lowers the affective filter faced by students with limited proficiency and an attractive alternative to outdated and inefficient methods of evaluating reading that do not respect the notion of validity.