In search of one’s own evaluation criteria: The case of Mexican higher education

Abstract

In Mexico, the evaluation and assessment of teaching and learning of English as a foreign language is all too often undertaken by international examination boards. This paper examines the administration of language testing in the local context of Guadalajara, Mexico, and explores how testing could be developed to respond to local needs. By revisiting the concept of linguistic imperialism, I attempt to establish a framework for a mode of evaluation could be structured more closely to students’ needs and wants.