Abstract
<jats:title>Abstract</jats:title> <jats:p>This paper provides a thorough examination of the assessment of Academic Language for Specific Purposes (ALSP) and emphasizes its crucial role in academic and professional contexts. By examining the nuanced differences between General Academic Language (GAL) and ALSP, it discusses the challenges posed by the domain‐specific nature of ALSP and the implications for educational practice and policy. Drawing on foundational work from applied linguistics and language education, the complexities of ALSP assessment are addressed, emphasizing the challenges posed by the domain‐specific nature of ALSP and the implications for educational practice and policy. It also discusses the evolution from traditional standardized tests to innovative, context‐sensitive approaches to assessment, taking into account the impact of technological advances. It also addresses the challenges of ensuring the relevance, authenticity, and inclusivity of assessment tasks, particularly for students from diverse linguistic backgrounds. It highlights the importance of collaboration between language experts, educators, and subject specialists in creating effective assessments and argues for integrated approaches that balance language skills and subject knowledge. The paper concludes by highlighting the need for ongoing innovation in ALSP assessment practices, while proposing collaboration between educators, language experts, and policymakers to enhance students' language proficiency in their respective fields of study.</jats:p>