Transnational English Language Assessment Practices in the Age of Metrics

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.