Advancing Equity in Language Assessment for Learners with Disabilities

Autor/inn/en	Randez, Robert A.; Cornell, Caitlin
Titel	Advancing Equity in Language Assessment for Learners with Disabilities
Quelle	In: Language Testing, 40 (2023) 4, S.984-999 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Randez, Robert A.) ORCID (Cornell, Caitlin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/02655322231169442
Schlagwörter	Equal Education; Language Tests; Students with Disabilities; Inclusion; Diversity; Applied Linguistics; Language Usage; Autism Spectrum Disorders; Testing Accommodations; Native Language; Second Language Learning; Models; Ideology + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Linguistics; Linguistik; Angewandte Linguistik; Sprachgebrauch; Autism; Autismus; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Zweitsprachenerwerb; Analogiemodell; Ideologie
Abstract	Promoting diversity, equity, and inclusion (DEI) has become a unifying cause within applied linguistics. Whether highlighting the experiences of linguistically diverse learners across the social class spectrum or advocating for the inclusion of marginalized populations in research, researchers within the subfields of applied linguistics have firmly taken up the DEI cause. However, one population is sparsely addressed, and this requires substantial attention. The disabled community includes a range of demographics with a variety of needs. In this article, we provide a historical commentary on the establishment of equity for the disabled community within the United States, applied linguistics, and the wider language testing field. We then offer a framework for advancing equity through a reflective process, along with two examples. The first focuses on the terminology used to reference this population and the ongoing process of respectful representation within published work. The second gives nuance by discussing testing accommodations for individuals with autism spectrum disorder to contextualize a subgroup of the disabled community within language testing. We hope that the information provided will encourage the language testing field to continue to consider the disabled community in the field's efforts to advance equity through equitable assessment practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01