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Current literacy assessments are focused on a single mode of meaning-making (reading and writing, whether oral or written) and assume that literacy and language are “fixed systems”—comprised of discrete skills that can be taught and measured in isolation. This validation and privileging of a single mode of assessment has limited the expressive opportunities for children who do not speak Standard English. Thus, it is imperative that classrooms expand the communicative landscapes, in order to give all children an opportunity to demonstrate learning and express ideas. Looking at the work of four students who carry the label “English as a Second Language,” we point to the potentials of multimodal, art-based assessments in providing expressive opportunities for children from linguistically diverse backgrounds.
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