Is a theory of applied linguistics desirable? And if so, is it possible? My new book, Responsible design in applied linguistics: theory and practice (2017; Springer) proceeds from the thesis that applied linguistics needs a theoretical foundation. It is indeed possible to delineate its work (and specifically distinguish it from linguistics). Providing it with a theoretical foundation might additionally yield new insight into the principles that underlie applied linguistic designs. Those designs we encounter as the interventions that we call language courses, language tests and language policies. Continue reading
Avasha Rambiritch of the University of Pretoria and I have just written a chapter for a book edited by John Read (Post-admission Language Assessment of University Students, Springer, 2016) that shows how making sufficient information available about the conception, design, development, refinement and eventual administration of a test of language ability – in other words “telling the story of a test” ‑ is the first step towards ensuring accountability for such tests. The test in question, the Test of Academic Literacy for Postgraduate Students (TALPS), is used to determine the academic literacy of prospective postgraduate students. For the full reference, see https://albertweideman.wordpress.com/research-on-tests-of-academic-literacy-in-south-africa/. Continue reading
The solutions proposed by applied linguists are defensible in two ways:
First, the designs must be justified with reference to theory – not only linguistic theory, but also those found in other disciplines, like psychology and pedagogy, and across disciplines.
Second, applied linguists are accountable to the public for the designs they produce. This is because their plans affect ever-increasing numbers of human beings. A bad and inappropriate language test may prevent one from earning a decent living or gaining legitimate access to a country or resources. An inadequate language course may stultify personal and professional growth. An ineffective and inappropriate language policy or arrangement can inhibit optimal performance within an institution or the workplace.
The pages on this site will deal in more detail with how we ensure this dual defensibility of applied linguistic designs. Its theme is a philosophical or foundational one: how we design language tests and language courses responsibly. Continue reading