Language Testing for Migrants: Co-Constructing Validation

Abstract

The present issue provides a much-needed space to key issues not visible in our discourse in language testing and research. The various articles delve into research, policy, test development, and validity considerations for migrants who are increasingly mandated to take language and literacy tests. The papers point to issues of “test misuse,” bias, negative impact, and altogether different test taker populations, which tend to have low literacy in their first languages. While many of the concerns raised in this special issue relate specifically to the testing of language learners with low print literacy, there are lessons here for test development and validation theory across the board. In our commentary, we will focus primarily on issues of validation. This seems to be a critical theme in all the papers included in the present issue. We and the authors in this special issue argue that the language testing community needs to revisit validity theory considering the intricate connections between language testing and migration policies. Validation, as clearly shown in this issues, needs to be co-constructed by key stakeholder groups at the design, development, administration, research, and use levels.