Publisher's Synopsis
This book is divided into two sections. The first delineates important policy issues related to language proficiency assessment and emphasises both philosophical and pragmatic aspects. It sets the stage for the second section which focuses on educational considerations and practical implications of language assessment practices. In addition, research relating to literacy and language proficiency is also highlighted. It is hoped that the concerns raised here will stimulate policymakers, researchers and educators alike: to critically reevaluate the uses of currently available language proficiency measures; to more judiciously analyze the overall procedures employed in the assessment process; and to appraise the educational implications for placement purposes. From an educational perspective, if the assessment of students' language proficiency is to be meaningful the aspects of language measured need to link to the curriculum and provide useful information about a child's language development that interrelates to overall academic achievement.
