ABSTRACT
International mobility, transnationalism, and study abroad programs represent challenging and life-changing opportunities for students. The motivation for attending a foreign higher education institution often stems from a deep cultural appreciation and motivations related to the improvement of foreign language competency. This theory-into-practice chapter presents the theoretical foundations for a socially and ethically responsible didactic approach to language assessment (virtual or face-to-face contexts) for non-specialists of English at the Master level on several themes related to language variation. Accentuated by ethnographic research methods involving observation and informal interviews, as well as a questionnaire, the underlying objective of this methodology is to promote transnational awareness and the acceptance of diversity (otherness), while valorizing various forms of capital (i.e., social, linguistic, cultural, or symbolic). Data analysis has shown that the method is validated not only in terms of assessment but also in relation to the valorization of transnationalism, foreign cultures, languages, and diversity.
