What 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).
The 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 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 →