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