Luke William Harding (born 11 July 1977) is an Australianlinguist. He is currently a professor at the Department of Linguistics and English Language of Lancaster University, United Kingdom.[1] His research focuses on language assessment with a special focus on listening assessment, pronunciation assessment, and diagnostic language assessment. He is the current editor-in-chief of the journal, Language Testing.[2]
Since 2011 Harding has been a professor at the Department of Linguistics and English Language of Lancaster University, United Kingdom since 2010.[citation needed]
On 19 April 2017, Harding along with Charles Alderson and Tineke Brunfaut were selected as the winner of the International Language Testing Association (ILTA) Best Article Award. The award-winning paper, Towards a Theory of Diagnosis in Second and Foreign Language Assessment: Insights from Professional Practice Across Diverse Fields, was published in 2015 in the journal Applied Linguistics. The study investigated how diagnosis is theorized and carried out across a diverse range of professions with a view to finding commonalities that can be applied to the context of second and foreign language assessment. On the basis of interviews with professionals from fields such as car mechanics, IT systems support, medicine, psychology and education, a set of principles was drawn up to facilitate inform a comprehensive theory of diagnostic assessment in a second or foreign language.[3]
On 9 October 2018, Harding was an invited speaker at Georgetown University, Washington, D.C. He delivered a speech entitled "English as a Lingua Franca and Language Assessment: Challenges and Opportunities".[4]
In a journal article, published in 2012 in Language Testing, Harding investigated the potential for a shared-L1 advantage on an academic English listening test featuring speakers with L2 accents.[7][8]
Harding, L. (2011). Accent and listening assessment: A validation study of the use of speakers with L2 accents on an academic English listening test. (Language Testing and Evaluation; Vol. 21). Frankfurt: Peter Lang.
Elder, C., & Harding, L. (2008). Language Testing and English as an International Language Constraints and Contributions. Australian Review of Applied Linguistics, 31(3), 34.1-34.11.
Harding, L. (2012). Accent, listening assessment and the potential for a shared-L1 advantage: a DIF perspective. Language Testing, 29(2), 163-180. doi:10.1177/0265532211421161
Alderson, J. C., Brunfaut, T., & Harding, L. (2015). Towards a theory of diagnosis in second and foreign language assessment: insights from professional practice across diverse fields. Applied Linguistics, 36(2), 236-260. doi:10.1093/applin/amt046
Harding, L., Alderson, C., & Brunfaut, T. (2015). Diagnostic assessment of reading and listening in a second or foreign language: elaborating on diagnostic principles. Language Testing, 32(3), 317-336. doi:10.1177/0265532214564505
Brunfaut, T., Harding, L., & Batty, A. (2018). Going online: The effect of mode of delivery on performances and perceptions on an English L2 writing test suite. Assessing Writing, 36, 3-18. doi:10.1016/j.asw.2018.02.003
Harding, L., Brunfaut, T., & Unger, J. W. (2019). Language testing in the 'hostile environment': The discursive construction of 'secure English language testing' in the United Kingdom. Applied Linguistics. doi:10.1093/applin/amz017
