The Impact of Translanguaging on Student Assessment Performance: A Scope Review
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E4/2026-07Keywords:
Translanguaging, assessment performance, systematic review, PRISMA, multilingual education, assessment validity.Abstract
Traditional monolingual assessment methods fail to accurately measure the competence of multilingual learners because they focus more on language than content, leading to inequality in education. This review, conducted within the PRISMA 2020 and SPIDER frameworks, systematically analyzes studies on the impact of translanguaging (TL) on the assessment performance of multilingual learners. The study searched the primary databases ERIC, ProQuest, ScienceDirect, and two secondary databases, Google Scholar and ResearchGate, to ensure a comprehensive search. The search yielded 4910 documents, and the PRISMA screening process selected eight research papers published between 2014 and 2024. These studies primarily followed two main approaches: TL as a cognitive support tool for learners (e.g., using L1 for brainstorming) and TL as a planned pedagogical strategy in assessment design. The results show that TL helps learners gain confidence in expressing concepts, reduces language anxiety, and promotes fairness in assessment. Therefore, this study proposes a logical model linking TL strategies with assessment outcomes to foster a more equitable and effective multilingual educational environment.
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Copyright (c) 2026 Phuong Bao Tran Nguyen, Tran Mong Huynh Nguyen (Author)
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