Teachers’ Linguistic Backgrounds and Authentic Assessment: A Qualitative Study in Multilingual Early Childhood Education

Authors

DOI:

https://doi.org/10.31004/aulad.v9i3.1745

Keywords:

asesmen autentik, kelas multibahasa, latar belakang kebahasaan guru, Pendidikan Anak Usia Dini, translanguaging

Abstract

Latar belakang: Asesmen autentik dapat kehilangan bukti perkembangan ketika bahasa ekspresi anak berbeda dari bahasa dokumentasi guru. Tujuan: Penelitian ini menganalisis bagaimana latar belakang kebahasaan guru membentuk asesmen autentik di kelas PAUD multibahasa. Metode: Studi kasus kualitatif melibatkan 10 guru dari 10 satuan PAUD yang dipilih secara purposif. Data berasal dari wawancara semi-terstruktur dan 10 set dokumen berupa ceklis, portofolio, dan catatan anekdot, lalu dianalisis melalui pengodean tematik, perbandingan lintas kasus, triangulasi sumber, dan pemeriksaan anggota. Hasil: Guru yang menguasai bahasa lokal anak lebih sering menggunakan catatan naratif dan observasi peka konteks, sedangkan guru yang praktiknya didominasi Bahasa Indonesia lebih mengandalkan daftar periksa terstruktur. Interaksi multibahasa anak juga belum sepenuhnya terwakili dalam dokumen formal. Kesimpulan: Repertoar kebahasaan guru memengaruhi cara bukti perkembangan dimunculkan, ditafsirkan, dan dicatat. Dokumentasi responsif bahasa serta pelatihan asesmen multibahasa diperlukan untuk meningkatkan keadilan asesmen.

Downloads

Download data is not yet available.

References

Buac, M., & Jarzynski, R. (2022). Providing culturally and linguistically responsive language assessment services for multilingual children with developmental language disorder: A scoping review. Current Developmental Disorders Reports, 9(4), 204–212. https://doi.org/10.1007/s40474-022-00260-6

Ćatibušić, B. (2019). Minority language development in early childhood: A study of siblings acquiring Bosnian and English in Ireland. TEANGA, the Journal of the Irish Association for Applied Linguistics, 10, 139–161. https://doi.org/10.35903/teanga.v10i0.75

Chan, M., Buttiler, M. B., Yang, F., Yang, J., Uchikoshi, Y., & Zhou, Q. (2022). Teachers’ language use in multilingual Head Start classrooms: Implications for dual language learners. Children, 9(12), 1871. https://doi.org/10.3390/children9121871

Efiawati, E., Fauziyah, D. N., Syafrida, R., & Parapat, A. (2021). Asesmen perkembangan anak usia dini di PAUD MPA Daycare. Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini, 4(2), 172–186. https://doi.org/10.24042/ajipaud.v4i2.9676

Fatmawati, D. S., & Aziz, H. (2022). Studi analisis pelaksanaan asesmen terhadap perkembangan anak usia dini di KB X Pangandaran. Jurnal Riset Pendidikan Guru PAUD, 1(2), 109–117. https://doi.org/10.29313/jrpgp.v1i2.532

Hapsari, Y., Hamied, F. A., & Emilia, E. (2025). Assessment in translanguaging classrooms: Indonesian university English teachers’ experiences and recommendations. English Review: Journal of English Education, 13(1), 383–396. https://doi.org/10.25134/erjee.v13i1.11246

Hartmann, E. C., & Hélot, C. (2021). The three robbers in three languages: Exploring a multilingual picturebook with bilingual student teachers. Journal of Literary Education, 4, 174–195. https://doi.org/10.7203/JLE.4.21023

Harvey, R. E., & Wong, K. M. (2024). Promoting emergent literacy in preschool through extended discourse: Covert translanguaging in a Mandarin immersion environment. Journal of Early Childhood Literacy, 24(3), 663–691. https://doi.org/10.1177/14687984241276292

Hikmatuzzohrah, S., Syamsudin, A., & Maryatun, I. B. (2024). Factors influencing receptive language skills in preschoolers: The role of intelligence, social environment, and family background. Jurnal Pendidikan Anak Usia Dini Undiksha, 12(2), 223–234. https://doi.org/10.23887/paud.v12i2.73630

Justice, L. M., Jiang, H., & Strasser, K. (2018). Linguistic environment of preschool classrooms: What dimensions support children’s language growth? Early Childhood Research Quarterly, 42, 79–92. https://doi.org/10.1016/j.ecresq.2017.09.003

Karta, I. W., Astawa, I. M. S., Buahana, B. N., & Sativa, F. E. (2022). Implementasi asesmen otentik pada pembelajaran di masa COVID-19 dalam mengoptimalkan tumbuh-kembang anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(5), 5135–5144. https://doi.org/10.31004/obsesi.v6i5.2789

Kirsch, C., Aleksić, G., Mortini, S., & Andersen, K. (2020). Developing multilingual practices in early childhood education through professional development in Luxembourg. International Multilingual Research Journal, 14(4), 319–337. https://doi.org/10.1080/19313152.2020.1730023

Londono, M. C., Dionne, C., & Lacharité, C. (2025). Authentic assessment of executive functions in early childhood: A scoping review. Journal of Early Intervention, 47(2), 224–247. https://doi.org/10.1177/10538151241271134

MacLeod, A. A. N., & Glaspey, A. M. (2022). Dynamic assessment of multilingual children’s word learning. International Journal of Language & Communication Disorders, 57(4), 822–851. https://doi.org/10.1111/1460-6984.12723

Macy, M., Pool, J., Chen, C.-I., Rusiana, T.-A., & Sawyer, M. (2022). A preliminary examination of a kindergarten school readiness assessment. Early Childhood Education Journal, 50(6), 1035–1046. https://doi.org/10.1007/s10643-021-01237-7

Mahyuddin, N., Melindra, E., Nosarima, P., & Azzahra, R. (2024). Optimizing the teacher’s role in assessment of children’s language development in accordance with the Merdeka Curriculum at Mekar Sari Preschool. International Journal of Emerging Issues in Early Childhood Education, 5(2), 30–36. https://doi.org/10.33830/ijeiece.v5i2.1616

Mastikawati, M., Baharun, H., Wahid, A. H., Solehatin, S., & Adawiyah, R. (2022). Strengthening early childhood learning outcomes through authentic assessment of students. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(5), 4547–4556. https://doi.org/10.31004/obsesi.v6i5.2525

Montoya-Fernández, C., Losada-Puente, L., Gómez-Barreto, I. M., & Gil-Madrona, P. (2024). Developmental play-based assessment in early childhood education: A systematic review. European Early Childhood Education Research Journal, 32(5), 788–813. https://doi.org/10.1080/1350293X.2024.2311100

Mufliana, W., Harun, H., Syamsudin, A., & Ratnawati, S. (2024). Pengembangan aplikasi SI-PAUD sebagai media penilaian perkembangan anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 8(1), 109–120. https://doi.org/10.31004/obsesi.v8i1.5911

Nag, S., Vagh, S. B., Dulay, K. M., & Snowling, M. J. (2019). Home language, school language and children’s literacy attainments: A systematic review of evidence from low- and middle-income countries. Review of Education, 7(1), 91–150. https://doi.org/10.1002/rev3.3130

Novikova, E., Su, P. L., & Morini, G. (2025). Exposure to audiovisual media and its role in toddlers’ language development. Acta Paediatrica, 114(7), 1602–1608. https://doi.org/10.1111/apa.70000

Potgieter, A. P. (2016). Lexical and grammatical development in trilingual speakers of isiXhosa, English and Afrikaans. South African Journal of Communication Disorders, 63(2), a141. https://doi.org/10.4102/sajcd.v63i2.141

Priani, N. K. D., & Kristiantari, M. G. R. (2024). Interactive daily spin board: Revolutionizing language learning for young children. Jurnal Pendidikan Anak Usia Dini Undiksha, 12(2). https://doi.org/10.23887/paud.v12i2.78120

Prihatiningsih, M. I., Apriyansyah, C., Priyanti, N., Sukatmi, S., & Ismail, M. (2025). Hubungan antara interaksi sosial, teman sebaya, dan perkembangan bahasa anak melalui play-based learning. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 9(5). https://doi.org/10.31004/obsesi.v9i5.7508

Ramírez, N. F., Hippe, D. S., & Kuhl, P. K. (2021). Comparing automatic and manual measures of parent–infant conversational turns: A word of caution. Child Development, 92(2), 672–681. https://doi.org/10.1111/cdev.13495

Saputri, C. A., Hanyfa, N. N., Salsabila, A. A., Kartika, A., Fortuna, S. B. C., & Putri, A. A. P. (2025). Implementasi dual-kurikulum dalam asesmen PAUD di Esa Cipta Harapan Kindergarten Kota Samarinda. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 9(6), 2749–2760. https://doi.org/10.31004/obsesi.v9i6.7149

Sun, H., Yin, B., Amsah, N. F. B. B., & O’Brien, B. A. (2018). Differential effects of internal and external factors in early bilingual vocabulary learning: The case of Singapore. Applied Psycholinguistics, 39(2), 383–411. https://doi.org/10.1017/S014271641700039X

Veliz, L., Zhang, Z., & Akhlagh, S. B. (2025). Early childhood educators’ pedagogical knowledge for effective practice in culturally and linguistically diverse contexts. Early Childhood Education Journal, 53(8), 2909–2919. https://doi.org/10.1007/s10643-025-01912-z

Warmansyah, J., Sari, M., Halif, A., Ismandela, A., Nabila, D. F., Ravidah, R., & Niarman, A. (2022). E-portfolio as an early childhood assessment tool in kindergarten. Jurnal Pendidikan Anak Usia Dini Undiksha, 10(3). https://doi.org/10.23887/paud.v10i3.53021

Wu, B., Callahan, S., Pale, M., & Goff, W. (2025). The meanings of authenticity in early childhood education: A systematic review. Social Sciences & Humanities Open, 12, 101850. https://doi.org/10.1016/j.ssaho.2025.101850

Zheng, Z., Degotardi, S., & Djonov, E. (2021). Supporting multilingual development in early childhood education: A scoping review. International Journal of Educational Research, 110, 101894. https://doi.org/10.1016/j.ijer.2021.101894

Downloads

Published

04-10-2026

Check Article Index

How to Cite

Sum, T. A. (2026). Teachers’ Linguistic Backgrounds and Authentic Assessment: A Qualitative Study in Multilingual Early Childhood Education. Aulad: Journal on Early Childhood, 9(3). https://doi.org/10.31004/aulad.v9i3.1745

Issue

Vol. 9 No. 3 (2026): in Progress

Section

Research Articles

License

Copyright (c) 2026 Theresia Alviani Sum

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under  a Creative Commons Attribution-ShareAlike 4.0 International License  that allows others to share the work with an acknowledgement of the works authorship and initial publication in this journal.  
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).