Critical Language Testing, Multilingualism and Social Justice

Abstract The paper reports on trends in language testing taking place over the years and aim at critical perspectives of promoting inclusion, equity justice. It begins with theories by Messick, Foucault Bourdieu, leading to (CLT) which focused consequences uses tests. Given power tests their detrimental effects questions were raised regarding impact individuals society. Based sociolinguistics applied linguistics it was realized that bi‐multilingual students, especially immigrants first migration beyond continue use languages as resources for academic functioning, referring ‘full repertoire’. These are needed when processing school tests, presented new students have not yet acquired. studies where immigrant tested multilingual reach significantly high scores compared those only language. In experiments, using a variety tools, showed positive attitude procedure they felt recognition respect. Multilingual need be practiced schools avoid rights violations. Multimodal assessment methods also proposed additional ways expanding underpinnings construct. Lastly, is recommended researchers practitioners conduct research identify cases violate suggest models overcome it, increased social