This collection showcases language assessment literacy, understood as the knowledge, skills, and principles necessary to engage in assessment activities, by problematizing different approaches to its development and offering insights for language teachers and other stakeholders.
The volume builds on existing research in LAL, which has thus far focused on defining its scope and charting how stakeholder dependent its development can be, to provide readers with ideas to bridge the gap between LAL research and practice. The book is organized around three parts, each structured around practical applications, from designing materials to workshops and courses to the latest issues in LAL pedagogies, particularly around emergent technologies and their implications for teachers. Case studies from around the world are featured to show these dynamics at work across diverse educational and geographic contexts. In centering the discussion on pedagogical approaches, the collection seeks to advance debates and further research and equip teachers and policymakers with further resources to enhance LAL, both in their own classrooms and as an area of inquiry.
This book will be of interest to scholars and stakeholders in language assessment and testing, language education, TESOL, and applied linguistics.