Changing Communicative Needs, Revised Assessment Objectives: Testing English as an International Language

By Suresh Canagarajah. 2006

349 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/eb06787e3e4944f94e240a03f8466cb1c3535c09

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. R. Al-Mahrooqi
2. Ofra Inbar-Lourie
3. E. Shohamy
4. Lindsay Brooks

In Literature and Literary Theory

1. R. Al-Mahrooqi
2. Ofra Inbar-Lourie
3. E. Shohamy
4. Lindsay Brooks
5. Frank Giraldo

Citations in the corpus

• Assessing Multilingual Competencies: Adopting Construct Valid Assessment Policies (2011, background): “There are those (Canagarajah, 2006) who claim that a focus on one language only is unrealistic, as the main goal should be negotiations and communication.”
• English Communication Skills: How Are They Taught at Schools and Universities in Oman?. (2012, background): “Canagarajah (2006) cautions against overly focusing on grammar instruction at the expense of proficiency in pragmatics.”
• Constructing a language assessment knowledge base: A focus on language assessment courses (2008, background): “Also pertinent to making and implementing decisions in language assessment are current debates about the norms of English as an International Language (EIL) (Canagarajah, 2006; Elder & Davies, 2006) and the linguistic competence of the ‘multilingual speaker’ (Canagarajah, 2007).”
• Interacting in pairs in a test of oral proficiency: Co-constructing a better performance (2009, background): “Perhaps rather than being viewed as a threat to construct validity, variability in interaction should be embraced as being more reflective of real world communication (see Canagarajah, 2006).”