Angela K. DeFalco
Current monolingual assessment practices are inherently inequitable for our emergent bilingual students. By incorporating translanguaging in the classroom, and on assessment, we can not only support student social-emotional wellbeing but reduce foreign language anxiety as well.
Angela DeFalco has recently graduated with her bachelor’s degree in Spanish Teacher Education with a minor in TESOL at Illinois State University. Throughout her time at Illinois State, Angela has logged nearly 200 hours of clinical experience in settings ranging from K-12 to higher education as well as with diverse student groups. She has recently completed her student teaching experience at the high school level. Angela’s areas of interest include translanguaging, social-emotional learning, foreign language anxiety, and the affective filter. Through continued study in these areas, she hopes to learn how to create an equitable language learning experience for all students.
