References
- Altherr Flores, J. (2021). The interplay of text and image on the meaning-making processes of adult L2 learners with emerging literacy: Implications for test design and evaluation frameworks. Language Assessment Quarterly.
- Andringa, S., & Godfroid, A. (2020). Sampling Bias and the Problem of Generalizability in Applied Linguistics. Annual Review of Applied Linguistics, 40, 134–142. https://doi.org/https://doi.org/10.1017/S0267190520000033
- Atak, I., & Simeon, J. C. (2018). The criminalization of migration. Context and consequences. McGill-Queen’s University Press.
- Carlsen, C. H., & Rocca, L. (2021). Language test misuse. Language Assessment Quarterly, 1–15. https://doi.org/https://doi.org/10.1080/15434303.2021.1947288
- Chalhoub-Deville, M., & O’Sullivan, B. (2020). Validity: Theoretical development and integrated arguments. British Council.
- Deygers, B. (2019). Language tests for citizenship purposes and low-literate learners: A state of the art, and a way to the future. Colloquium presented at EALTA.
- Deygers, B., Bigelow, M., Bianco, J. L., Nadarajan, D., & Tani, M. (2021). Low print literacy and its representation in research and policy. Language Assessment Quarterly, 1–14. https://doi.org/https://doi.org/10.1080/15434303.2021.1903471
- Fekete, L. (2018). Europe’s fault lines. Racism and the rise of the right. Verso.
- Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2/3), 1–75. https://doi.org/https://doi.org/10.1017/S0140525X0999152X
- Hooft, H., Schiepers, M., & Vandommele, G. (2021). Developing and validating a multilingual literacy test for asylum seekers. Language Assessment Quarterly, 1–17. https://doi.org/https://doi.org/10.1080/15434303.2021.1931230
- International Organization for Migration. (2019). World migration report 2020.
- Lochmann, A., Rapoport, H., & Speciale, B. (2019). The effect of language training on immigrants’ economic integration: Empirical evidence from France. European Economic Review, 113, 265–296. https://doi.org/https://doi.org/10.1016/j.euroecorev.2019.01.008
- Ortega, L. (2005). For what and for whom is our research? The ethical as transformative lens in instructed SLA. The Modern Language Journal, 89(3), 427–443. https://doi.org/https://doi.org/10.1111/j.1540-4781.2005.00315.x
- Rocca, L., Carlsen, C. H., & Deygers, B. (2019). Linguistic integration of adult migrants: Requirements and learning opportunities. Report on the 2018 council of Europe and ALTE survey on language and knowledge of society policies for migrants. Council of Europe.
- Rüsseler, J., Arendt, D., Münte, T. F., Mohammadi, B., & Boltzmann, M. (2021). Literacy affects brain structure – what can we learn for language assessment in low literates? Language Assessment Quarterly, 1–16. https://doi.org/https://doi.org/10.1080/15434303.2021.1931231
- UNESCO. (2017) . literacy rates continue to rise from one generation to the next (FS/2017/LIT/45).