Abstract
This policy paper critically examines the securitization of language borders, focusing on the divide between institutional monoglossic perspectives and real-world hybrid plurilingual practices. It explores how such securitization, particularly in the context of language assessments, can contribute to exclusionary practices and reinforce societal inequalities. Specifically, language borders often neglect important socio-linguistic features such as language variation, change, and the dynamic nature of linguistic belonging.
The policy paper identifies the following policy recommendations:
Inclusive Language Assessments: rethink the purpose of language assessments; emphasize inclusion over exclusion; reframe language courses as platforms for acquiring plurilingual skills; challenge the need for conclusive exams.
Contextual Proficiency Evaluation: favour nuanced proficiency evaluations that consider dialects, regional variations, and specialized terminologies relevant to practical language use; reconsider language testing methodologies to align with diverse contexts.
Comprehensive Training: introduce professional training for those involved in designing courses, tests, and evaluations; emphasize the importance of understanding sociolinguistic complexities, language variations, and the dynamic nature of linguistic repertoires.
Intersectional Considerations: account for intersectional concerns; recognize the influence of factors such as ethnicity, gender, socio-economic background, and cultural identity on language proficiency.
In conclusion, this policy paper advocates for a transformative approach to language assessment, aiming to move away from securitization objectives and to weaken rigid language borders. This shift towards a more inclusive and nuanced understanding of linguistic repertoires is seen as essential for promoting linguistic justice and equity in diverse societies.