
Contents
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Research in Language Testing Research in Language Testing
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Signed Languages and Deaf Communities Signed Languages and Deaf Communities
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Language Assessment Within the Context of the Common European Framework of Reference Language Assessment Within the Context of the Common European Framework of Reference
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Aims and Structure of This Book Aims and Structure of This Book
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References References
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Introduction: Why an Edited Volume on Signed and Spoken Language Assessment?
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Published:December 2021
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The first part of this chapter provides an overview of how the idea of this edited volume on spoken and signed language assessment came about. The chapter also gives an insight into the different histories of spoken and signed language assessment and test research with their different backgrounds and contexts. It shows that very little interaction between signed and spoken language assessment communities exist so far. The second part of this chapter outlines the structure and the 12 themes that are addressed in this volume. While themes 1–6 focus one the assessment of young learners, the themes 7–12 focus on the assessment of adult learners.
Why is it important to publish a volume of paired chapters written by contributors from the signed and spoken language assessment communities? Signed language test research can be considered a fairly young subdiscipline that emerged from the fields of deaf education and signed language linguistics. In comparison, spoken language test research represents a well-established area that emerged from the well-established field of applied linguistics and second language education. To this day, there has been little interaction between both fields. Traditionally, most publications on signed language testing have been published in specialized journals within their “own” scientific community, including the Journal of Deaf Studies and Deaf Education, Deafness & Education International, or Sign Language Studies, while journals like Language Assessment Quarterly or Language Testing publish research almost exclusively on spoken languages. Only in recent years have the lines become “blurred,” with several journal articles on signed language assessment being published in peer-reviewed journals of the spoken language testing community (e.g., Bochner et al., 2016; Haug, 2011; Haug et al., 2020; Mann et al., 2015). Similarly, researchers from the signed language assessment community started presenting at conferences that had been less likely to include research on signed language assessment in the past. Examples include the 2014 conference of the Association of Language Testing in Europe (ALTE) in Paris; the 2014 Language Testing Research Colloquium, the annual meeting of the International Language Testing Association (ILTA) in Amsterdam, and the 2018 European Association of Language Testing and Assessment (EALTA) meeting in Bochum, Germany. These presentations were received with considerable interest.
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