ABSTRACT
The use of ELF as a common means of communication globally shows that people make use of their linguistic repertoires beyond norms of what constitutes a named language. While this is true for language use outside the classroom, in institutional language learning contexts learners are still forced to adhere to norms of legitimate users of English, native speakers. This becomes particularly apparent in summative assessment situations in which learners’ performance is measured in relation to native-speaker norms, or norms of proficient speakers. This chapter explores the room for manoeuvre teachers have to adopt an ELF-informed approach to assessment. It is suggested that, while learners in the near future will likely have to pass standardised tests that are based on normative language use, formative assessment procedures can support learners in exploring their capability to make flexible use of their linguistic resources beyond the norms. In adapting CEFR descriptors, this chapter provides practical considerations for teachers to implement ELF-informed formative assessment procedures.
