Assessment in a multilingual world: English as an International Language (EIL)

Although first language theories were applied to ESL/EFL pedagogy with relative success rates, their application to EIL (English as an International Language) does not seem to lead to success for a number of reasons. Firstly, EIL users are of more various sociocultural backgrounds than ESL/EFL users. Secondly, theories of competence and proficiency in EIL are not so mature to be operationalized in language testing. However, rudimentary but valuable steps are taken in this regard especially through empirically-based studies (e.g., Seidlhofer (2001), Mauranen (2003) and Jenkins (2000)). In order to find a fair, scientifically reliable and valid basis for assessment, the aim of EIL, its diversity range and a proficiency model applicable to most, if not all, EIL users must be established before we develop an assessment model for a multilingual world.