Reassessing English Proficiency: Implications of English as a Lingua Franca for Language Testing in South Asia
This position paper explores the implications of English as a Lingua Franca (ELF) for international English language assessment systems, particularly within the South Asian context of Bangladesh. While global proficiency testing systems such as IELTS and TOEFL continue to rely on native-speaker norms, this paper argues that such benchmarks are increasingly misaligned with the communicative realities of multilingual English users. Drawing on evolving theoretical perspectives on second language (L2) proficiency, including Communicative Language Ability and ELF-informed research, the paper critiques the narrow constructs underlying standardised tests. It also reviews the limited responsiveness of the assessment industry to ELF-driven insights and examines local practices in Bangladesh as an illustrative case. Despite incremental changes in some international tests, local systems remain largely unchanged and deeply influenced by traditional ideologies. The paper advocates for more inclusive, context-sensitive approaches to assessment that reflect the dynamic, hybrid nature of English in use across South Asia. In doing so, it aims to contribute to ongoing scholarly and policy debates about fairness, validity, and linguistic diversity in English language testing.
Keywords: Bangladesh English education policy, English as a Lingua Franca (ELF), English language testing in South Asia, language assessment, second language (L2) proficiency
