Changing Communicative Needs, Revised Assessment Objectives: Testing English as an International Language1  

Oleh:

Canagarajah, Suresh

Jenis: Article from Journal - e-Journal
Dalam koleksi: Language Assessment Quarterly vol. 3 no. 3 (2006), page 229-242.
Fulltext: LANGUAGE ASSESSMENT QUARTERLY, 3(3), 229–242.pdf (148.13KB)

Isi artikel

Postmodernglobalization requires that students strive forcompetencein a repertoire of English varieties as they shuttle between multilingual communities. From this perspective, the current debate becomes irrelevant regarding whether local varieties or dominant varieties (British/American) be used in international proficiency tests. Because it isunwiseto define proficiencybasedona singlevarietyandbecauseit isimpossible to teach or measure proficiency inmany varieties simultaneously,we have to consider revising the dominant paradigms of assessment. The changing pedagogical priorities suggest that we have to move away from a reliance on discrete-item tests on formal grammatical competence and develop instruments that are sensitive to performance and pragmatics. In effect, assessmentwould focus on strategies of negotiation, situated performance, communicative repertoire, and language awareness.

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