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Transnational English Language Assessment Practices in the Age of Metrics (Global South Perspectives on TESOL) - Softcover
Synopsis
This edited volume examines how transnational English language assessment practices are envisioned, enacted, and justified by different stakeholders, including students, teachers, and universities in different geographical contexts, and what would be the multi-level consequences of such practices.
Bringing together diverse perspectives from across the Global South and Global North, the book argues that the field of English language assessment has always been transnational, despite an absence of a research that explicitly examines English language assessment practices in relation to transnationalism. The contribution of this volume lies in filling in this critical scholarly gap. Through a wide set of epistemological, theoretical, and pedagogical interventions along with methodological orientations and analytical frameworks, the chapter authors question the social, economic, political, linguistic, and pedagogical consequences of transnational English language assessment practices in higher education (HE) settings and contexts.
Offering fresh perspectives on English language assessment practices in relation to transnationalism, this book will be of great interest to researchers, academics, and post-graduate students in the fields of applied linguistics, Teaching English to Speakers of Other Languages (TESOL), and language assessment more broadly.
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About the Author
Osman Z. Barnawi is Professor of Language and Education at the Royal Commission for Yanbu Colleges and Institutes, Saudi Arabia.
Mohammed S. Alharbi is Assistant Professor of TESOL/Applied Linguistics at the English Language Institute of King Abdul Aziz University, Jeddah, Saudi Arabia.
Ayman A. Alzahrani is Assistant Professor of TESOL/Applied Linguistics at the English Language Institute of King Abdul Aziz University, Jeddah, Saudi Arabia.
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Transnational English Language Assessment Practices in the Age of Metrics (Paperback)
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Paperback. Condition: new. Paperback. This edited volume examines how transnational English language assessment practices are envisioned, enacted, and justified by different stakeholders, including students, teachers, and universities in different geographical contexts, and what would be the multi-level consequences of such practices. Bringing together diverse perspectives from across the Global South and Global North, the book argues that the field of English language assessment has always been transnational, despite an absence of a research that explicitly examines English language assessment practices in relation to transnationalism. The contribution of this volume lies in filling in this critical scholarly gap. Through a wide set of epistemological, theoretical, and pedagogical interventions along with methodological orientations and analytical frameworks, the chapter authors question the social, economic, political, linguistic, and pedagogical consequences of transnational English language assessment practices in higher education (HE) settings and contexts. Offering fresh perspectives on English language assessment practices in relation to transnationalism, this book will be of great interest to researchers, academics, and post-graduate students in the fields of applied linguistics, Teaching English to Speakers of Other Languages (TESOL), and language assessment more broadly. This edited volume examines how transnational English language assessment practices are envisioned, enacted and justified by different stakeholders including students, teachers and universities in different geographical contexts, and what would be the multi-level consequences of such practices. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9781032172330
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