Journal of Social Science and Human Research Studies (JSSHRS) · Research article · Open access
The Impact of Translanguaging on Student Assessment Performance: A Scope Review
Phuong Bao Tran Nguyen, Thi Mong Huynh Nguyen
15 April 2026 · Vol. 2, Issue 4, pp. 370-380
DOI: 10.65150/EP-jsshrs/V2E4/2026-07
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What is this article about?
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.
Article at a glance
- Published
- 15 April 2026
- Volume / issue / pages
- Vol. 2, Issue 4, pp. 370-380
- ISSN
- 3051-3561 (online) · 3051-3553 (print)
- Licence
- CC BY 4.0 — free to read and reuse with attribution
- Peer review
- Double-blind, at least two independent reviewers
- Publisher
- EP Journals Group
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.
Keywords: Translanguaging, assessment performance, systematic review, PRISMA, multilingual education, assessment validity.
Cite this article
Phuong Bao Tran Nguyen, & Thi Mong Huynh Nguyen (2026). The Impact of Translanguaging on Student Assessment Performance: A Scope Review. Journal of Social Science and Human Research Studies, 2(4), 370-380. https://doi.org/10.65150/EP-jsshrs/V2E4/2026-07
@article{Phuong2026,
title = {The Impact of Translanguaging on Student Assessment Performance: A Scope Review},
author = {Phuong Bao Tran Nguyen and Thi Mong Huynh Nguyen},
journal = {Journal of Social Science and Human Research Studies},
year = {2026},
volume = {2},
number = {4},
pages = {370-380},
doi = {10.65150/EP-jsshrs/V2E4/2026-07},
url = {https://doi.org/10.65150/EP-jsshrs/V2E4/2026-07}
}Questions about this article
Who wrote this article?
Phuong Bao Tran Nguyen, Thi Mong Huynh Nguyen.
Where and when was it published?
In Journal of Social Science and Human Research Studies, Volume 2, Issue 4, pages 370-380, published by EP Journals Group on 15 April 2026.
Is this article free to read?
Yes. It is open access under a Creative Commons Attribution 4.0 (CC BY 4.0) licence, so anyone can read, share and reuse it with attribution.
What is the DOI of this article?
10.65150/EP-jsshrs/V2E4/2026-07 (https://doi.org/10.65150/EP-jsshrs/V2E4/2026-07).
How do I cite this article?
APA: Phuong Bao Tran Nguyen, & Thi Mong Huynh Nguyen (2026). The Impact of Translanguaging on Student Assessment Performance: A Scope Review. Journal of Social Science and Human Research Studies, 2(4), 370-380. https://doi.org/10.65150/EP-jsshrs/V2E4/2026-07
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