The testing of English language learners (ELLs) is, to a large extent, a random process because of poor implementation and factors that are uncertain or beyond control. Yet current testing practices and policies appear to be based on deterministic views of language and linguistic groups and erroneous assumptions about the capacity of assessment…

Suggests the importance of new paradigms in research and practice on testing English language learners (ELLs) to effectively address the complexities of language and culture, identifying three key issues: test review, test development, and treatment of language as a source of measurement error. Research examples illustrate the importance and…