26.1791, Calls: Applied Linguistics/ TESL Canada Journal (Jrnl)

The LINGUIST List via LINGUIST linguist at listserv.linguistlist.org
Fri Apr 3 00:47:07 UTC 2015

LINGUIST List: Vol-26-1791. Thu Apr 02 2015. ISSN: 1069 - 4875.

Subject: 26.1791, Calls: Applied Linguistics/ TESL Canada Journal (Jrnl)

Moderators: linguist at linguistlist.org (Damir Cavar, Malgorzata E. Cavar)
Reviews: reviews at linguistlist.org (Anthony Aristar, Helen Aristar-Dry, Sara Couture)
Homepage: http://linguistlist.org

*************    LINGUIST List 2015 Fund Drive    *************
Please support the LL editors and operation with a donation at:


Editor for this issue: Andrew Lamont <alamont at linguistlist.org>

Date: Thu, 02 Apr 2015 20:47:03
From: Sarvenaz Hatami [sarvenaz.hatami at ualberta.ca]
Subject: Applied Linguistics/ TESL Canada Journal (Jrnl)

Full Title: TESL Canada Journal 

Linguistic Field(s): Applied Linguistics 

Call Deadline: 01-Jun-2015 

Special Issue of TESL Canada Journal, Fall 2015

Deadline extended to June 1, 2015

Language Assessment in Canada: Critical Issues and Research Agenda
Guest Editor: Liying Cheng, PhD
Professor of Language Assessment and Evaluation

Assessment plays a central role in schooling, post-secondary education,
workplace, and professional certification. Assessment results are utilized
extensively in these contexts as powerful decision-making tools. Inferences
drawn by decision-makers about test-takers' language abilities based on the
scores from such assessments result in high-stakes decisions such as student
promotion, university admission, program placement, graduation, professional
certification, and citizenship and immigration. Often, decisions regarding
access to educational and work opportunities depend on these assessment
results. It is essential to better understand the inferences made based on
these results if accurate decisions are to be made. Erring in decisions of
selection and access on the basis of inaccurate or improper inferences drawn
from test scores will be costly, ultimately undermining knowledge transfer
potential and threatening social, educational, and economic development. 

In this volume we aim to bring together papers that address critical issues
and research agenda in the use of language assessment in various educational,
workplace, professional, and immigration contexts, with relevance for the
Canadian context. This themed issue invites papers to address language
assessment issues and research agenda in different contexts but not limited

- Relationships between language teaching, learning, and assessment
- Assessment of learning and assessment for learning
- Classroom-based language assessment (including portfolio-based assessment,
and peer- and self-assessment)
- Washback, impact, and consequences of large-scale language testing
- Government-mandated assessment provisions (e.g., for immigration and
certification purposes)
- Impact of cultural differences on the appropriateness of assessment options
- Language assessment literacy

We encourage a broad range of methodological approaches and theoretical
frameworks, including qualitative, quantitative, and mixed methods papers.
Whatever the approach taken, it is essential that papers include implications
for assessment in educational, workplace, professional, and/or
citizenship/immigration contexts in Canada.

Manuscripts are to be transmitted as an email attachment directed to the TESL
Canada Journal (teslcan at ualberta.ca). To review author guidelines, please
visit the Journal website

As part of the submission process, authors are required to complete the TESL
Canada Journal Submission Form and send it to teslcan at ualberta.ca as an
attachment, along with their manuscript. Questions regarding this special
issue can also be directed to teslcan at ualberta.ca.

LINGUIST List: Vol-26-1791	

More information about the LINGUIST mailing list