Assessment and English as a medium of instruction Challenges and opportunities
Assessment and English as a medium of instruction Challenges and opportunities
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评估和英语作为教学媒介 挑战和机遇
DOI：
10.1075/jemi.21019.hul
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Hultgren A
中科院分区：
文献类型：
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作者：
Hultgren A
随着英语作为教学语言（EMI）在地球仪的不断扩展， 评估研究。本文回顾了迄今为止的稀缺文献，并制定了未来的研究议程。绘图 关于Shohamy（，2007）的批判性语言测试和“公平”和“公正”的语言评估概念，我们对文献的阅读 到目前为止，它已经揭示了在EMI环境中实施评估的相当复杂性， 不仅要关注评估什么和谁，而且要关注如何以及为什么要进行评估。在概述研究议程时， 对于未来，我们建议绕过这些挑战的一种方法可能是在高等教育中为学习评估发挥更大的作用。这可以利用-并提高利益攸关方对-机构的认识， 应用语言学中关于语言在学习中的整体作用的知识。 虽然我们承认在确保机构接受这一议程的实施方面存在挑战，但我们建议， 可以将评估挑战转化为机遇，并大大加强学习，不仅在环境管理，但超越。
As English as a Medium of Instruction (EMI) continues to expand across the globe, there is a glaring absence of research on assessment. This article reviews the scarce literature to date and maps out a research agenda for the future. Drawing on Shohamy’s (, 2007) Critical Language Testing and notions of “fair” and “just” language assessment, our reading of the literature to date is that it has revealed considerable complexities around implementing assessment in EMI contexts, with key questions centring not only on what and who to assess but also on how and why assessment should take place. In outlining a research agenda for the future, we suggest that one way of bypassing such challenges may be to carve out a greater role for assessment forlearningin higher education. This could capitalize on – and raise stakeholders’ awareness of – bodies of knowledge that are well established within applied linguistics about the integral role oflanguagein learning. Whilst we acknowledge challenges in securing institutional buy-in for putting this agenda into practice, we suggest that doing so could turn assessment challenges into opportunities and significantly enhance learning not only in EMI contexts but beyond.