"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 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, 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.
1. Introduction Part I: Historical and theoretical foundations
2.
Researching English language assessment practices in a transnational world:
Critical review and outlook
3. Valorizing cultural and linguistic capital
through assessment practices in tertiary transnational contexts
4. English
language assessment in a transnational world : A theory-into-practice
approach Part II: English language assessment and issues of power, identity,
and knowledge in a transnational context
5. English language assessment as a
technology for shaping transnational students academic identity in the
Arabian Gulf higher education market
6. E-portfolio assessment as a space to
reconstruct teacher candidates identities and knowledge in a transnational
context
7. Transnational English language teachers assessment practices in
higher education TESOL landscape Part III: Transnational assessment in
English writing skills
8. Genre-based writing classroom assessment:
Pedagogically responsive classroom assessment practices for transnational L2
contexts
9. Promoting and assessing knowledge building in the writing of
English-medium instruction students
10. Investment and praxis in asset-based
assessment: Exploring transnational identity and perspectives for academic
English writing pedagogy Part IV: Assessment in English medium instruction
programs in a transnational context
11. The elephant in the room: Language
assessment in English-medium education in multilingual university settings
12. Neoliberal ideologies in teaching and assessing ESP legal English: A case
study from the Middle East
13. Language learning assessment and
transnationalism in central Philippine higher educational institutions
14.
Transnationalism in relation to English assessment practices in central
Philippine senior high schools
15. Current trends and future directions in
English language assessment practices in the transnational world: A synthesis
of recent research. Language Assessment, Alternative Perspectives, and
Speaking Back
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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