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- W1492434792 abstract "This chapter presents a description and evaluation of English as a second language (ESL) assessments carried out in India, Pakistan, Bangladesh, Sri Lanka, and Nepal. Other countries will be mentioned only in passing, due to the fact that published documents are not available. An examination of how these assessments are carried out in different contexts provides an opportunity to look at two essentially overlapping areas: the micro‐level aspects of language assessment within a curriculum‐based and a construct‐based framework; and the macro‐level aspects of how different countries are coping with critical issues such as the hegemony of English over local languages, or the link between identity and multilingualism. The chapter starts by giving an overview of the status of English that affects English language education (ELE) in South Asia. Next it discusses assessment practices in India, Pakistan, Bangladesh, Sri Lanka, and Nepal. It examines the language policy that informs the education system, then it goes on to describe the kind of English language education that is offered at school and university levels, in both mother tongue medium and English medium streams. The last section presents issues and challenges that are unique to these countries (as well as common between them) in relation to ESL assessment and that need to be addressed at conceptual and systemic levels, if effective assessment practices are to be implemented in the classroom. The chapter concludes by highlighting future possibilities in the area given the cultural, linguistic, social and economic factors specific to this region." @default.
- W1492434792 created "2016-06-24" @default.
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- W1492434792 date "2013-11-11" @default.
- W1492434792 modified "2023-10-16" @default.
- W1492434792 title "Assessing <scp>English</scp> in <scp>South Asia</scp>" @default.
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- W1492434792 doi "https://doi.org/10.1002/9781118411360.wbcla104" @default.
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