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if ($a.is_logged_in() && $viewedUser.is_current_user()) { $('body').addClass('profile-viewed-by-owner'); } $socialProfiles = []</script><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://telaviv.academia.edu/ElanaShohamy","location":"/ElanaShohamy","scheme":"https","host":"telaviv.academia.edu","port":null,"pathname":"/ElanaShohamy","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="ProfileCheckPaperUpdate" data-props="{}" data-trace="false" data-dom-id="ProfileCheckPaperUpdate-react-component-4e9d5500-1011-41db-83d7-b4241d7efead"></div> <div id="ProfileCheckPaperUpdate-react-component-4e9d5500-1011-41db-83d7-b4241d7efead"></div> <div class="DesignSystem"><div class="onsite-ping" id="onsite-ping"></div></div><div class="profile-user-info DesignSystem"><div class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" border="0" alt="" src="//a.academia-assets.com/images/s200_no_pic.png" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Elana Shohamy</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://telaviv.academia.edu/">Tel Aviv University</a>, <a class="u-tcGrayDarker" href="https://telaviv.academia.edu/Departments/School_of_Education/Documents">School of Education</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Elana" data-follow-user-id="149950" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="149950"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">604</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">43</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">5</p></div></a><div class="js-mentions-count-container" style="display: none;"><a href="/ElanaShohamy/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data"></p></div></a></div><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="user-bio-container"><div class="profile-bio fake-truncate js-profile-about" style="margin: 0px;">Elana Shohamy is a sociolinguist researching topics of language and social justice, language policy, language testing, linguistic landscape, immigration and more.<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://uow.academia.edu/DanielDHutto"><img class="profile-avatar u-positionAbsolute" alt="Daniel D. 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ds2-5-body-xs">Università di Bologna</p></div></div></ul></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="149950" href="https://www.academia.edu/Documents/in/Politics_Of_Education"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://telaviv.academia.edu/ElanaShohamy","location":"/ElanaShohamy","scheme":"https","host":"telaviv.academia.edu","port":null,"pathname":"/ElanaShohamy","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Politics Of Education"]}" data-trace="false" data-dom-id="Pill-react-component-130919ba-9a5e-48b2-bfc7-4f7b63374503"></div> <div 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id="Pill-react-component-b9ed6f46-d8bd-41e7-a62d-4aa08ef2a096"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="149950" href="https://www.academia.edu/Documents/in/Social_Sciences"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Social Sciences"]}" data-trace="false" data-dom-id="Pill-react-component-ebf8f8e2-4653-4ed4-9b16-4cf4ff90e005"></div> <div id="Pill-react-component-ebf8f8e2-4653-4ed4-9b16-4cf4ff90e005"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="149950" href="https://www.academia.edu/Documents/in/Research_Methodology"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Research Methodology"]}" data-trace="false" data-dom-id="Pill-react-component-90d99c2a-e432-4cf6-8868-bf30d5f0823b"></div> <div id="Pill-react-component-90d99c2a-e432-4cf6-8868-bf30d5f0823b"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Elana Shohamy</h3></div><div class="js-work-strip profile--work_container" data-work-id="126727710"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/126727710/The_Power_of_Tests"><img alt="Research paper 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// from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111533322]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111533322,"title":"Critical language testing and English lingua franca","internal_url":"https://www.academia.edu/111533322/Critical_language_testing_and_English_lingua_franca","owner_id":149950,"coauthors_can_edit":true,"owner":{"id":149950,"first_name":"Elana","middle_initials":null,"last_name":"Shohamy","page_name":"ElanaShohamy","domain_name":"telaviv","created_at":"2010-03-25T10:25:51.257-07:00","display_name":"Elana Shohamy","url":"https://telaviv.academia.edu/ElanaShohamy"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111533321"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111533321/8_Tests_as_Power_Tools_Looking_Back_Looking_Forward"><img alt="Research paper thumbnail of 8. Tests as Power Tools: Looking Back, Looking Forward" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/111533321/8_Tests_as_Power_Tools_Looking_Back_Looking_Forward">8. Tests as Power Tools: Looking Back, Looking Forward</a></div><div class="wp-workCard_item"><span>Les Presses de l’Université d’Ottawa | University of Ottawa Press eBooks</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter I discuss current uses of language tests in education and society, arguing that t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter I discuss current uses of language tests in education and society, arguing that tests have become primary tools used by policy makers to resolve and reform educational, political, and social problems. Specifically, I address two areas where this is happening: (1) in the realm of education, through the introduction of the No Child Left Behind tests in the USA, intended to reform education and resolve low school achievements; and (2) in the realm of society, through the increasing use of language tests for granting citizenship and thus, using tests to settle the complex set of issues related to migration. Relying on empirical research, I point to the length of time it takes immigrants to achieve academic language proficiency in schools and the continued role of L1; I argue that the use of such tests is unjust, unethical, and discriminatory and leads to marginalization and expulsion of people, suppression of diversity, and forced monolingualism. Further, these tests do not accurately represent current understanding of the language constructs of immigrants, who continue to negotiate and make meaning multilingually. I end the chapter with a call for the creation of language tests that are both in line with broader and more realistic language constructs, incorporate multilingualism. and multimodal realities, and also address the misuses of tests in order to lead to inclusion, participation, and recognition, especially given the ramifications of tests in creating de facto language policie</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111533321"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111533321"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111533321; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111533321]").text(description); $(".js-view-count[data-work-id=111533321]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111533321; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111533321']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111533321]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111533321,"title":"8. Tests as Power Tools: Looking Back, Looking Forward","internal_url":"https://www.academia.edu/111533321/8_Tests_as_Power_Tools_Looking_Back_Looking_Forward","owner_id":149950,"coauthors_can_edit":true,"owner":{"id":149950,"first_name":"Elana","middle_initials":null,"last_name":"Shohamy","page_name":"ElanaShohamy","domain_name":"telaviv","created_at":"2010-03-25T10:25:51.257-07:00","display_name":"Elana Shohamy","url":"https://telaviv.academia.edu/ElanaShohamy"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111533319"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111533319/Critical_language_testing_and_beyond"><img alt="Research paper thumbnail of Critical language testing and beyond" class="work-thumbnail" src="https://attachments.academia-assets.com/109045359/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111533319/Critical_language_testing_and_beyond">Critical language testing and beyond</a></div><div class="wp-workCard_item"><span>Studies in Educational Evaluation</span><span>, Dec 1, 1998</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Critical Language Testing Viewing tests in reference to social, educational and political context...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Critical Language Testing Viewing tests in reference to social, educational and political contexts situates the field of testing in the domain of critical testing. In reference to language testing, it is referred to here as critical language testing. Borrowing mostly from Pennycook (1994) and from Kramsch (1993), critical language testing will now be described. Critical language testing assumes that the act of testing is not neutral. Rather, it is both a product and an agent of cultural, social, political, educational and ideological agendas that shape the lives of individual participants, teachers and learners. 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111533317]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111533317,"title":"Symbols and ideologies","internal_url":"https://www.academia.edu/111533317/Symbols_and_ideologies","owner_id":149950,"coauthors_can_edit":true,"owner":{"id":149950,"first_name":"Elana","middle_initials":null,"last_name":"Shohamy","page_name":"ElanaShohamy","domain_name":"telaviv","created_at":"2010-03-25T10:25:51.257-07:00","display_name":"Elana Shohamy","url":"https://telaviv.academia.edu/ElanaShohamy"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111533316"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111533316/Language_Rights_in_the_Multilingual_Society_of_Israel"><img alt="Research paper thumbnail of Language Rights in the Multilingual Society of Israel" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/111533316/Language_Rights_in_the_Multilingual_Society_of_Israel">Language Rights in the Multilingual Society of Israel</a></div><div class="wp-workCard_item"><span>Springer eBooks</span><span>, Aug 5, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Languages are acquired in various contexts at homes, at the workplace, in schools and ‘on the str...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Languages are acquired in various contexts at homes, at the workplace, in schools and ‘on the street’. A common situation is when the language(s) one acquire(s) in these contexts are not those needed to function in other contexts of education and society. One such case is that of immigration as immigrants do not have the proficiency of the language(s) used in the country they immigrated to. They are therefore faced with great difficulties to function in the new societies especially at work and in schools. Another situation is in countries consisting of a variety of different ethno-linguistic groups who use languages different than those used by the majority and which are most often considered the languages of power. These languages are often not considered ‘official’ or ‘national’ and do not have the prestige and status that the other language(s) have, resulting in difficulties for its members. It should be noted that even in situations when languages are considered ‘official’ there is no guarantee that their speakers have any rights. Alternatively, there are cases when languages which are not considered official may have strong power and visibility and their speakers may benefit from special privileges in the society, such as in the case of English in many countries nowadays. The gap between the language(s) one knows and those considered ‘powerful’ has major ramifications to the educational systems where the language(s) of power is/are used as the mediums of instruction, used by teachers, students, textbooks, tests, etc. The main implications are the prevention of students from the acquisition of school knowledge as these languages serve as medium of the acquisition of academic</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111533316"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111533316"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111533316; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111533316]").text(description); $(".js-view-count[data-work-id=111533316]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111533316; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111533316']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111533316]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111533316,"title":"Language Rights in the Multilingual Society of Israel","internal_url":"https://www.academia.edu/111533316/Language_Rights_in_the_Multilingual_Society_of_Israel","owner_id":149950,"coauthors_can_edit":true,"owner":{"id":149950,"first_name":"Elana","middle_initials":null,"last_name":"Shohamy","page_name":"ElanaShohamy","domain_name":"telaviv","created_at":"2010-03-25T10:25:51.257-07:00","display_name":"Elana Shohamy","url":"https://telaviv.academia.edu/ElanaShohamy"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111533315"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111533315/Current_Developments_in_Language_Testing_Arthur_Hughes_and_Don_Porter_New_York_Academic_Press_1983_Pp_xi_157_37_00"><img alt="Research paper thumbnail of Current Developments in Language Testing. Arthur Hughes and Don Porter. New York: Academic Press, 1983. Pp. xi + 157. $37.00" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/111533315/Current_Developments_in_Language_Testing_Arthur_Hughes_and_Don_Porter_New_York_Academic_Press_1983_Pp_xi_157_37_00">Current Developments in Language Testing. Arthur Hughes and Don Porter. New York: Academic Press, 1983. Pp. xi + 157. $37.00</a></div><div class="wp-workCard_item"><span>Studies in Second Language Acquisition</span><span>, Oct 1, 1988</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... (Received 28 January 1988) Elana Shohamy Tel Aviv University SOCIAL PSYCHOLOGY AND SECOND LAN...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... (Received 28 January 1988) Elana Shohamy Tel Aviv University SOCIAL PSYCHOLOGY AND SECOND LANGUAGE LEARNING: THE ROLE OF ATTITUDES AND MOTIVATION. RC Gardner. Lon don: Edward Arnold, 1985. Pp. xiv + 208. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111533315"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111533315"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111533315; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111533315]").text(description); $(".js-view-count[data-work-id=111533315]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111533315; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111533315']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111533315]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111533315,"title":"Current Developments in Language Testing. 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Shohamy, E.(2006). Language policy: Hidden agendas and new approaches. ... Shohamy,E.(2008b)....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Shohamy, E.(2006). Language policy: Hidden agendas and new approaches. ... Shohamy,E.(2008b). Language policies and language realities in Israel: A critical review. In A. Stavans &amp;amp; I. Kupferberg (Eds.), Studies in language and language education. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111533310"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111533310"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111533310; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111533310]").text(description); $(".js-view-count[data-work-id=111533310]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111533310; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111533310']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111533310]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111533310,"title":"Cases of Language Policy Resistance in Israel’s Centralized Educational System","internal_url":"https://www.academia.edu/111533310/Cases_of_Language_Policy_Resistance_in_Israel_s_Centralized_Educational_System","owner_id":149950,"coauthors_can_edit":true,"owner":{"id":149950,"first_name":"Elana","middle_initials":null,"last_name":"Shohamy","page_name":"ElanaShohamy","domain_name":"telaviv","created_at":"2010-03-25T10:25:51.257-07:00","display_name":"Elana Shohamy","url":"https://telaviv.academia.edu/ElanaShohamy"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111533309"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111533309/The_relationship_between_language_testing_and_second_language_acquisition_revisited"><img alt="Research paper thumbnail of The relationship between language testing and second language acquisition, revisited" class="work-thumbnail" src="https://attachments.academia-assets.com/109045354/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111533309/The_relationship_between_language_testing_and_second_language_acquisition_revisited">The relationship between language testing and second language acquisition, revisited</a></div><div class="wp-workCard_item"><span>System</span><span>, Dec 1, 2000</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The paper examines the relationship between and the relevance of second language acquisition (SLA...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The paper examines the relationship between and the relevance of second language acquisition (SLA) and language testing (LT). Based on three dimensions of potential contributions of LT to SLA [(1) de®ning the construct of language ability; (2) applying LT ®ndings to test SLA hypotheses; and (3) providing SLA researchers with quality criteria for tests and tasks] and three dimensions of potential contribution of SLA to LT [(1) identifying language components for elicitation and criteria assessment; (2) proposing tasks for assessing language; and (3) informing language testers about dierences and accommodating these dierences], this paper examines the interfaces of the two ®elds based on articles published in recent issues of the journals``Language Testing'' and``Studies in Second Language Acquisition''. The relevance of LT to SLA is examined based on written interviews with leading scholars in SLA who were asked about the relevance of LT to their work. The results indicate very limited interfaces between the two ®elds as well as limited relevance of LT to SLA. The conclusions and implications discuss to the potential need of LT to broaden its focus and scope by addressing broader views of language learning and language processing such as: viewing language in its complexities and dynamics; involving the learners and test takers; marketing better LT theories to those out of the ®eld; expanding the context beyond psychometrics; expanding the types of instruments used beyond tests; addressing educational issues; and working towards relevance.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5be77b1cc8d7be2fd560758ec575671f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109045354,"asset_id":111533309,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109045354/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111533309"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111533309"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111533309; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111533322]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111533322,"title":"Critical language testing and English lingua franca","internal_url":"https://www.academia.edu/111533322/Critical_language_testing_and_English_lingua_franca","owner_id":149950,"coauthors_can_edit":true,"owner":{"id":149950,"first_name":"Elana","middle_initials":null,"last_name":"Shohamy","page_name":"ElanaShohamy","domain_name":"telaviv","created_at":"2010-03-25T10:25:51.257-07:00","display_name":"Elana Shohamy","url":"https://telaviv.academia.edu/ElanaShohamy"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111533321"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111533321/8_Tests_as_Power_Tools_Looking_Back_Looking_Forward"><img alt="Research paper thumbnail of 8. Tests as Power Tools: Looking Back, Looking Forward" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/111533321/8_Tests_as_Power_Tools_Looking_Back_Looking_Forward">8. Tests as Power Tools: Looking Back, Looking Forward</a></div><div class="wp-workCard_item"><span>Les Presses de l’Université d’Ottawa | University of Ottawa Press eBooks</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter I discuss current uses of language tests in education and society, arguing that t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter I discuss current uses of language tests in education and society, arguing that tests have become primary tools used by policy makers to resolve and reform educational, political, and social problems. Specifically, I address two areas where this is happening: (1) in the realm of education, through the introduction of the No Child Left Behind tests in the USA, intended to reform education and resolve low school achievements; and (2) in the realm of society, through the increasing use of language tests for granting citizenship and thus, using tests to settle the complex set of issues related to migration. Relying on empirical research, I point to the length of time it takes immigrants to achieve academic language proficiency in schools and the continued role of L1; I argue that the use of such tests is unjust, unethical, and discriminatory and leads to marginalization and expulsion of people, suppression of diversity, and forced monolingualism. Further, these tests do not accurately represent current understanding of the language constructs of immigrants, who continue to negotiate and make meaning multilingually. I end the chapter with a call for the creation of language tests that are both in line with broader and more realistic language constructs, incorporate multilingualism. and multimodal realities, and also address the misuses of tests in order to lead to inclusion, participation, and recognition, especially given the ramifications of tests in creating de facto language policie</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111533321"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111533321"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111533321; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111533321]").text(description); $(".js-view-count[data-work-id=111533321]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111533321; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111533321']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111533321]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111533321,"title":"8. Tests as Power Tools: Looking Back, Looking Forward","internal_url":"https://www.academia.edu/111533321/8_Tests_as_Power_Tools_Looking_Back_Looking_Forward","owner_id":149950,"coauthors_can_edit":true,"owner":{"id":149950,"first_name":"Elana","middle_initials":null,"last_name":"Shohamy","page_name":"ElanaShohamy","domain_name":"telaviv","created_at":"2010-03-25T10:25:51.257-07:00","display_name":"Elana Shohamy","url":"https://telaviv.academia.edu/ElanaShohamy"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111533319"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111533319/Critical_language_testing_and_beyond"><img alt="Research paper thumbnail of Critical language testing and beyond" class="work-thumbnail" src="https://attachments.academia-assets.com/109045359/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111533319/Critical_language_testing_and_beyond">Critical language testing and beyond</a></div><div class="wp-workCard_item"><span>Studies in Educational Evaluation</span><span>, Dec 1, 1998</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Critical Language Testing Viewing tests in reference to social, educational and political context...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Critical Language Testing Viewing tests in reference to social, educational and political contexts situates the field of testing in the domain of critical testing. In reference to language testing, it is referred to here as critical language testing. Borrowing mostly from Pennycook (1994) and from Kramsch (1993), critical language testing will now be described. Critical language testing assumes that the act of testing is not neutral. Rather, it is both a product and an agent of cultural, social, political, educational and ideological agendas that shape the lives of individual participants, teachers and learners. 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111533317]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111533317,"title":"Symbols and ideologies","internal_url":"https://www.academia.edu/111533317/Symbols_and_ideologies","owner_id":149950,"coauthors_can_edit":true,"owner":{"id":149950,"first_name":"Elana","middle_initials":null,"last_name":"Shohamy","page_name":"ElanaShohamy","domain_name":"telaviv","created_at":"2010-03-25T10:25:51.257-07:00","display_name":"Elana Shohamy","url":"https://telaviv.academia.edu/ElanaShohamy"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111533316"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111533316/Language_Rights_in_the_Multilingual_Society_of_Israel"><img alt="Research paper thumbnail of Language Rights in the Multilingual Society of Israel" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/111533316/Language_Rights_in_the_Multilingual_Society_of_Israel">Language Rights in the Multilingual Society of Israel</a></div><div class="wp-workCard_item"><span>Springer eBooks</span><span>, Aug 5, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Languages are acquired in various contexts at homes, at the workplace, in schools and ‘on the str...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Languages are acquired in various contexts at homes, at the workplace, in schools and ‘on the street’. A common situation is when the language(s) one acquire(s) in these contexts are not those needed to function in other contexts of education and society. One such case is that of immigration as immigrants do not have the proficiency of the language(s) used in the country they immigrated to. They are therefore faced with great difficulties to function in the new societies especially at work and in schools. Another situation is in countries consisting of a variety of different ethno-linguistic groups who use languages different than those used by the majority and which are most often considered the languages of power. These languages are often not considered ‘official’ or ‘national’ and do not have the prestige and status that the other language(s) have, resulting in difficulties for its members. It should be noted that even in situations when languages are considered ‘official’ there is no guarantee that their speakers have any rights. Alternatively, there are cases when languages which are not considered official may have strong power and visibility and their speakers may benefit from special privileges in the society, such as in the case of English in many countries nowadays. The gap between the language(s) one knows and those considered ‘powerful’ has major ramifications to the educational systems where the language(s) of power is/are used as the mediums of instruction, used by teachers, students, textbooks, tests, etc. The main implications are the prevention of students from the acquisition of school knowledge as these languages serve as medium of the acquisition of academic</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111533316"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111533316"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111533316; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111533316]").text(description); $(".js-view-count[data-work-id=111533316]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111533316; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111533316']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111533316]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111533316,"title":"Language Rights in the Multilingual Society of Israel","internal_url":"https://www.academia.edu/111533316/Language_Rights_in_the_Multilingual_Society_of_Israel","owner_id":149950,"coauthors_can_edit":true,"owner":{"id":149950,"first_name":"Elana","middle_initials":null,"last_name":"Shohamy","page_name":"ElanaShohamy","domain_name":"telaviv","created_at":"2010-03-25T10:25:51.257-07:00","display_name":"Elana Shohamy","url":"https://telaviv.academia.edu/ElanaShohamy"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111533315"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111533315/Current_Developments_in_Language_Testing_Arthur_Hughes_and_Don_Porter_New_York_Academic_Press_1983_Pp_xi_157_37_00"><img alt="Research paper thumbnail of Current Developments in Language Testing. 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(Received 28 January 1988) Elana Shohamy Tel Aviv University SOCIAL PSYCHOLOGY AND SECOND LAN...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... (Received 28 January 1988) Elana Shohamy Tel Aviv University SOCIAL PSYCHOLOGY AND SECOND LANGUAGE LEARNING: THE ROLE OF ATTITUDES AND MOTIVATION. RC Gardner. Lon don: Edward Arnold, 1985. Pp. xiv + 208. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111533315"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111533315"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111533315; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111533315]").text(description); $(".js-view-count[data-work-id=111533315]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111533315; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111533315']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111533315]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111533315,"title":"Current Developments in Language Testing. 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Shohamy, E.(2006). Language policy: Hidden agendas and new approaches. ... Shohamy,E.(2008b)....</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... Shohamy, E.(2006). Language policy: Hidden agendas and new approaches. ... Shohamy,E.(2008b). Language policies and language realities in Israel: A critical review. In A. Stavans &amp;amp; I. Kupferberg (Eds.), Studies in language and language education. ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111533310"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111533310"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111533310; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111533310]").text(description); $(".js-view-count[data-work-id=111533310]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111533310; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111533310']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111533310]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111533310,"title":"Cases of Language Policy Resistance in Israel’s Centralized Educational System","internal_url":"https://www.academia.edu/111533310/Cases_of_Language_Policy_Resistance_in_Israel_s_Centralized_Educational_System","owner_id":149950,"coauthors_can_edit":true,"owner":{"id":149950,"first_name":"Elana","middle_initials":null,"last_name":"Shohamy","page_name":"ElanaShohamy","domain_name":"telaviv","created_at":"2010-03-25T10:25:51.257-07:00","display_name":"Elana Shohamy","url":"https://telaviv.academia.edu/ElanaShohamy"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="111533309"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111533309/The_relationship_between_language_testing_and_second_language_acquisition_revisited"><img alt="Research paper thumbnail of The relationship between language testing and second language acquisition, revisited" class="work-thumbnail" src="https://attachments.academia-assets.com/109045354/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111533309/The_relationship_between_language_testing_and_second_language_acquisition_revisited">The relationship between language testing and second language acquisition, revisited</a></div><div class="wp-workCard_item"><span>System</span><span>, Dec 1, 2000</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The paper examines the relationship between and the relevance of second language acquisition (SLA...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The paper examines the relationship between and the relevance of second language acquisition (SLA) and language testing (LT). Based on three dimensions of potential contributions of LT to SLA [(1) de®ning the construct of language ability; (2) applying LT ®ndings to test SLA hypotheses; and (3) providing SLA researchers with quality criteria for tests and tasks] and three dimensions of potential contribution of SLA to LT [(1) identifying language components for elicitation and criteria assessment; (2) proposing tasks for assessing language; and (3) informing language testers about dierences and accommodating these dierences], this paper examines the interfaces of the two ®elds based on articles published in recent issues of the journals``Language Testing'' and``Studies in Second Language Acquisition''. The relevance of LT to SLA is examined based on written interviews with leading scholars in SLA who were asked about the relevance of LT to their work. The results indicate very limited interfaces between the two ®elds as well as limited relevance of LT to SLA. The conclusions and implications discuss to the potential need of LT to broaden its focus and scope by addressing broader views of language learning and language processing such as: viewing language in its complexities and dynamics; involving the learners and test takers; marketing better LT theories to those out of the ®eld; expanding the context beyond psychometrics; expanding the types of instruments used beyond tests; addressing educational issues; and working towards relevance.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5be77b1cc8d7be2fd560758ec575671f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":109045354,"asset_id":111533309,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/109045354/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111533309"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111533309"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111533309; 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