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The original volume of the Common European Framework of Reference for Languages (CEFR) pointed to the growth in importance of plurilingualism in language learning, and defined the term as ‘the dynamic and developing linguistic repertoire of an individual user/learner’. Language testing bodies, and Cambridge English is no exception, are now engaging in the debate and are recognising plurilingual abilities in language learners, both in theory and in practice.
Plurilingualism has been a recurring theme of discussion within the Association of Language Testers in Europe (ALTE), a grouping of language testing organisations of which Cambridge English is an important member. ALTE’s 7th International Conference had been due to be held in Madrid in April 2020, but understandably was postponed to April 2021 due to the Covid-19 pandemic.
The theme of the conference was, and remains, Safeguarding the future of multilingual assessment, with one particular strand on Defining the construct of multilingualism in language assessment.
Many papers submitted for the conference focused on the construct and the practice of integrating plurilingualism into language assessment, and Issue 78 of Research Notes takes up the discussion.