Category Archives: language courses

Developing one’s own language assessments: taking responsibility, ensuring appropriateness, taking ownership

Singapore_University_of_Technology

Singapore Institute of Technology

There is something reassuring for university administrators and decision-makers in using the results of large-scale tests. They seldom worry about their contextual appropriateness, or about their cost, or even enquire about their quality. The large reach of the test in their minds ensures its reputation. As to costs? Well, the argument goes, if students wish to undertake studies at this university, they must be prepared to pay for that privilege.

But do institutions of higher education get what they want from large-scale commercial tests, some of which have a global reach? Do they find enough diagnostic information in them, for example, to help them devise focussed language courses that would overcome the problems identified? Continue reading

Academic literacy assessment: its role in times of change

changeWhat influence does the institutional, social or political landscape have on the way in which we test a person’s ability to handle academic language?  And how should one go about it? What impact should the tests have on language planning, instruction, and development?

These and other challenges will be thoroughly discussed by a team of experts on July 4, at the 40th Language Testing Research Colloquium (LTRC 2018).

Read more about the symposium entitled: Transformation and transition: four perspectives from the south on academic literacy assessment in times of change.

We look forward to sharing the papers with you, either at the Conference, or later on this website.

Top 14 design principles of language interventions

checklist.jpgResponsible design of language plans, courses or tests starts with the employment of one’s technical imagination, while allowing the design to be guided by the following principles: Continue reading

How to evaluate language interventions: the golden pentagon

golden-pentagonThe evaluation of language programme and instruction quality is highly relevant, everywhere. To test the effectiveness of a language intervention programme, one needs to take a holistic approach. For a language intervention to be effective, the designer has to bring into harmony five components: policy prescription, curriculum, instruction, learning and assessment When these are aligned, we have the golden pentagon of language intervention design. Where to begin? Continue reading

Is a theory of applied linguistics necessary?

9783319417295Is a theory of applied linguistics desirable? And if so, is it possible? My new book, Responsible design in applied linguistics: theory and practice (2017; Springer) proceeds from the thesis that applied linguistics needs a theoretical foundation. It is indeed possible to delineate its work (and specifically distinguish it from linguistics). Providing it with a theoretical foundation might additionally yield new insight into the principles that underlie applied linguistic designs. Those designs we encounter as the interventions that we call language courses, language tests and language policies. Continue reading