Cognitive processes and coping strategies of English Language Learners when attempting assessments

Abstract

In bilingual education programs, students learn content knowledge through a second/foreign/additional language (L2), which is very often English. They are also assessed of their content knowledge through the L2, which is their less proficient language. This raises concerns about assessment validity and fairness. This paper reports the preliminary results of a study employing eye-tracking experiment and stimulated recalls to explore the cognitive processes of English Language Learners (ELLs) when attempting Biology assessments. Comparison of the eye-movement data of more and less proficient ELLs reveals the potential mediating effect of language proficiency on ELLs’ cognitive processes, while the stimulated recall data illustrate the strategies employed when attempting assessments. These findings have implications for assessment design and pedagogy in bilingual education programs.