Abstract
There has been great recent interest in the social and policy context of language testing and assessment, to the point where it represents perhaps the most significant area of new thought and debate in the field of language testing. The topic has also produced a ferment of activity, reflected in policy statements, special symposia, and special issues of professional journals devoted to aspects of the subject. These discussions have been accompanied by the beginnings of a movement away from the traditional positivist, asocial paradigm for language testing research as traced in Lynch and Hamp-Lyons (1996; Hamp-Lyons and Lynch in press).
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