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Project

An empirical study of language tests as part of an integration policy. Implications for low-educated, low literate migrants.

In applied linguistics, there is comparatively little theoretical or empirical research into low-literate, low-educated (LESLLA) learners. The characteristics of a language test that can be used for these L2 learners in the context of migration have not typically been the topic of research. At the same time, in a growing number of European nations, LESLLA migrants are required to prove proficiency in an official language of the host country by taking language tests that were designed for a general population who have had access to education.

This proposal focuses on using language tests for LESLLA learners. It addresses important gaps in language testing research by:

  1. Determining common variables in the social and linguistic reality of LESLLA migrants. To date, no real-world research has examined the linguistic L2 context of these learners
  2. Verifying whether LESLLA learners might make language gains outside of class. We currently do not know if and to what extent they make real-world language gains.
  3. Determining which language test tasks LESLLA learners can or cannot be expected to perform. We do not have a complete picture of which types of questions may be biased against this group.

These research questions have important theoretical and conceptual implications, and can positively impact the use of language tests for migration purposes. In order to guarantee the societal impact of this research, collaboration with policy makers is inherently part of the design.

Date:1 Oct 2017 →  1 Feb 2020
Keywords:language tests, integration policy
Disciplines:Linguistics