Academic literacy, Diversity, Language assessment in multilingual contexts, Language testing, Transformation

Enough challenges for a lifetime

Several NExLA members, along with a number of other contributors, have just published a noteworthy contribution to applied linguistics in general, and language assessment in particular. In Assessing academic literacy in a multilingual society: Transition and transformation, which has just appeared from Multilingual Matters, they attempt to answer the question of how, as designers of language interventions, they respond to the challenges of education in an environment that is in transition, and in many respects unprepared for change.

Continue reading “Enough challenges for a lifetime”
Conferences, Language testing

Invitation: British Council’s New Directions in Language Assessment Conference (online)

8th East Asia New Directions in English Language Assessment Conference

One of the few language assessment conferences taking place this year is the British Council’s New Directions in Language Assessment, on 29-31 October. The theme is highly topical, and the selection of keynote speakers excellent. It is being presented online. You can register here: https://www.britishcouncil.sg/new-directions.

Your registration also entitles you to a voucher, so that you will be able to access the recorded sessions afterwards, should the time difference make direct online participation awkward.

Enquiries can be directed to Sheryl Cooke of the British Council, and New Directions East Asia Conference Chair. Mention that you are a NExLA member when you enquire!

Academic literacy, Transformation

How justifiable are language assessment and intervention at tertiary level?

Kabelo Sebolai will present the case at the Language Testing Research Colloquium (LTRC 2019) in Atlanta

At this upcoming conference in Atlanta in March NExLA’s chairperson will offer a South African perspective on the measurement of students’ preparedness to handle the demands of academic discourse. While academic literacy is taken for granted by language teaching professionals, the tendency is for non-language teaching academics in disciplines that are traditionally less associated with language processing to be sceptical of the role of language assessment and intervention in academic performance. Not only has this been the case in South African higher education in general, it is also a challenge faced by language departments in other parts of the world.  Continue reading “How justifiable are language assessment and intervention at tertiary level?”