2026-09-24T16:43:09Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/124389 2024-09-16 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Willis, Arlette I Willis, Arlette I McCarthy, Cameron Dixson, Adrienne Smith, Patriann 2024-05 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms The student, Kendra Nalubega, accepted the attached license on 2024-04-24 at 10:24. The student, Kendra Nalubega, submitted this Dissertation for approval on 2024-04-24 at 10:40. This Dissertation was approved for publication on 2024-04-26 at 13:07. DSpace SAF Submission Ingestion Package generated from Vireo submission #20601 on 2024-09-16 at 00:36:04 How raciolinguistic ideologies shape literacy assessment among African immigrants: A reflection on WIDA-access Nalubega, Kendra 2024-04-26 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 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. Text eng https://hdl.handle.net/2142/124389 Copyright 2024 Kendra Nalubega Ph.D. Dissertation Curriculum and Instruction University of Illinois at Urbana-Champaign Curriculum and Instruction