Main theme
The Power of Language Assessment on Individuals and Society
This year’s New Directions East Asia conference looks at the impact of language assessment policy at different levels. We look at how the learning environment can be positively shaped by policy reform, when conditions are created which strengthen the links between curriculum, teaching and assessment at the heart of effective systems. At the macro level, informed policy can be an effective tool for promoting sustainable social and economic progress leading to increased equality and well-being in communities overall. At the micro level, policy has the potential to improve accessibility and quality of education for individual learners, increasing life opportunities and ensuring they are prepared for the communication demands of a globalized and multilingual world. But policy also has the potential for negative outcomes, often unintended on both individuals and wider society. The conference aims to explore this impact, identifying where policy change has brought benefit and highlighting where lessons can be learned from policies bringing mixed results. The conference strands centre around different aspects of language policy, examining the role of English in the region and the integration of AI into learning systems.
Strands
1. English language policy, learning systems and assessment
The aim of this strand is to look at English language assessment requirements set by ministries of education, which can have an enormous impact not only on the curriculum, but also on people within the learning system, particularly teachers and learners. Papers are invited in this area describing studies where policy has resulted in positive outcomes on learners’ communicative skills. Papers which provide lessons learned when policy change has been less successful than expected are also welcomed. Finally, presentations of research into learner age and English learning requirements are invited, particularly those which explore policy decisions around age of learning and assessment.
2. Policy and society
Language learning and assessment policy has the potential to promote economic growth, global connectivity and societal change, while English is seen as playing a substantial role in increasing social mobility and employment opportunities. Changes in policy related to English language learning and the different uses of assessment can have significant impact on both learners and wider society. In terms of migration, language requirements and the use of assessment control the flow of people between communities as part of policy agendas. Thus, assessment for migration may be seen as boosting the economy and creating individual opportunity for employment on the one hand, or as a barrier to social integration – a gatekeeper preventing all but the most qualified from entering. Papers are invited which address these issues of language learning and assessment policy and their impact on individuals and society as they relate to migration and to skills development for the workplace, exploring how they enable or hinder social mobility and integration.
3. English alongside other languages
The East Asia region constitutes a diverse and dynamic linguistic environment in which people use multiple languages according to different communication contexts. While English continues to serve as a lingua franca, promoting links and cultural exchange between communities, distinct local varieties of English have evolved alongside standard global forms. In addition, there is growing awareness of the importance of policies supporting national and local languages as well as English, which are reflected in local education systems. Given the changing role of English within societies, this theme explores how policies related to English learning and assessment impact other languages, and how English can more positively sit alongside other national and local languages in the region. Of particular interest are papers showing to what extent different local varieties of English are acknowledged and are represented in teaching, learning and assessment.
4. Technology and AI: Policy, practice and implications
The use of artificial intelligence has rapidly become established in language learning and assessment, with discussion having progressed from whether AI should be used to how AI can be used most positively. The potential for AI to deliver assessment economically on a large scale could provide enormous benefit for learning systems and the personalization of the learning journey for individual learners. This is especially true for speaking and writing skills, which traditionally require significant teacher resources and can often be given less priority as a result. However, there are still questions over accessibility to AI-powered applications and the fairness of assessments which use them. In this strand, we invite papers that focus on the issue of equitable access in AI, digital learning and assessment, including access to the technology itself and the skills needed to use it, addressing the question of whether opportunities provided by AI are ultimately narrowed or widened for learners. We also invite papers specifically investigating the use of AI in the learning and assessment of productive skills, especially speaking.
