Contributing to multimodal construct definition and operationalization: insights from research into language assessment accommodations

Taylor & Banerjee (2023a) suggested that current approaches to construct definition and operationalization in language assessment are not keeping pace with the realities of communication in a digital age, especially with regard to multimodality. Multimodal communication methods are often used by language users with special needs (e.g., those with visual or hearing loss), in both education and employment. In this paper I reflect on how research into language testing accommodations might help inform current thinking and practice concerning multimodal construct definition and operationalization. Greater engagement with such research could also reflect positive commitment by the field to equity and social justice.