This symposium article, to which three authors contribute distinct parts, presents the rationale for standards-based language assessment and examines both the uses and misuses of language assessments in English-speaking countries that are engaged in standards-based education reform. Specifically, they focus on the assessment of emergent bilinguals…

Integrates theory, research, and practice in a discussion of language and identity for adolescent bilingual and multilingual learners within urban classrooms in England. Presents recent research in cultural theory to offer insight into the complex relationship among ethnicity, identity, and language use, and offers a framework for analysis to…

Addresses the question of how the education system responds to the needs of immigrant students on arrival in England. Discusses the English-as-a-Second-Language (ESL) provision for ethnic and linguistic minorities in the mainstream education system. (Author/VWL)

This is a two-part discussion. Part 1 is entitled "English Language Learning in Subject Lessons", and Part 2 is titled "Video as a Research Tool/Counterpoint". Working with different research concerns, the authors attempt to draw attention to a set of methodological and theoretical issues that have emerged in the research process using video data.…

Teacher-based assessment (TBA) is increasingly being promoted in educational policies internationally, with English language teachers being called on to plan and/or implement appropriate assessment procedures to monitor and evaluate student progress in their own classrooms. However, there has been a lack of theorization of TBA in the English…

Since the last "TESOL Quarterly" commemorative issue 15 years ago, there have been too many important developments in language testing and assessment for all of them to be discussed in a single article. Therefore, this article focuses on issues that we believe are integrally linked to pedagogic and curriculum concerns of English language teaching.…