Interrogating the construct of communicative competence in language assessment contexts: What the non-language specialist can tell us

Abstract

Models of communicative competence in a second language invoked in defining the construct of widely used tests of communicative language ability have drawn largely on the work of language specialists. The risk of exclusive reliance on language expertise to conceptualize, design and administer language tests is that test scores may carry meanings that are misaligned with the values of non-language specialists, that is, those without language expertise but perhaps with expert knowledge in the domain of concern. Neglect of the perspective of lay (i.e., non-linguistic) judges on language and communication is a serious validity concern, since they are the ultimate arbiters of what matters for eff..