Why should teachers avoid direct translations of tests from English to an ELL's native language?

The reasoning behind avoiding direct translations of tests from English to an ELL's native language is primarily related to the potential for introducing cultural bias. Language is deeply intertwined with culture; thus, a direct translation may not accurately reflect the intended meaning or context of the original questions. Certain phrases, idioms, or examples that work well in one language can be misinterpreted or irrelevant in another due to different cultural experiences and references. This could give an unfair advantage or disadvantage to students, leading to assessments that do not truly measure their understanding or abilities in the subject matter but rather their familiarity with the cultural context of the language being tested.

By focusing on culturally relevant materials and assessments, educators can ensure that ELL students are being evaluated in a way that genuinely reflects their comprehension and skills rather than their ability to navigate language nuances or cultural references that do not translate. This approach fosters a more equitable assessment environment for all students.