Integrated approaches to language assessment in language learning: Introduction and chapter synopsis

This introductory chapter establishes the rationale for the volume by situating assessment within the context of multilingual learners in diverse settings. This chapter also includes a brief definition of assessment terminology. We conclude this introduction by providing an overview of the chapters and contributions of scholars included in this edited volume.

Recent research in the field of applied linguistics has addressed the complex and
contextual realities of multilingual language learners (Larsen-Freeman 2018, 2017;
Ortega 2017). Scholars have also discussed the dynamic nature of language and the
need to address the different characteristics and experiences learners bring with
them to their learning context (García & Wei 2014; García 2009; Lantolf et al. 2020).
There is a need for adaptability and creation of multiple ways to assess linguistic
knowledge to address the needs of multilingual citizens. It is within this context
that the concept of “assessment” is gaining momentum. Educational institutions
are constantly dealing with the design of “reliable metrics to ensure that individu-
als have sufficient linguistic competence to carry out job- or school-related tasks
and also to compare the language capabilities of individuals” (Menke & Malovrh
2021: 17). In recent decades, alternative views of language assessment have been
proposed and advocated for language learning. This volume includes examples of
these alternative views in multiple contexts to illustrate how the learning envi-
ronment determines the design of assessment that suits the specific needs of the
learners.