The relationship between global language proficiency tests and language loss (original) (raw)
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INTERNATIONAL EXPERIENCES IN LANGUAGE TESTING AND ASSESSMENT
If we admit that capitalism is collapsing (functioning in a growth economy that's destroying the earth), we might see a hint of hope in the development of local artefacts, produced in micro-economies, based on local self-sufficiency and fair-trade. Growth-oriented export/import economies are the dream of the past, the shock of the present and the nightmare of the future!
Report on the Study of Limited Language Proficiency
1980
The concepts of language proficiency, liMited language proficiency, and comparably limited language proficiency are examined.'Studies critical of the instruments used for making assessments according to these concepts are reviewed. The effects of * Reproductions supplied by EDRS are the best that can be made * from the original document.
2021
The world Englishes (WEs) paradigm describes the spread of English in three concentric circles (Kachru, 1985) – the Inner Circle (e.g., the USA, UK, and Australia), the Outer Circle (e.g. India, Philippines, and Singapore), and the Expanding Circle (e.g. China, Indonesia, and Thailand). With Englishization and nativization outside the Inner Circle and the changing demographics of English users (e.g. non-native speakers [NNSs] considerably outnumber the native speakers [NSs] in the Inner Circle [Crystal, 1995; Graddol, 1999], the WEs research strongly advocates to recognize the NNS varieties. Until today, the WEs paradigm has not only posed challenges to, but also encouraged changes in, the language testing (LT) profession that has been traditionally relying on the Inner Circle standard (e.g., Kachru, 1985; Lowenberg, 2002; Davies, Hamp–Lyons & Kemp, 2003; Hu, 2012; Brown, 2014). The discussion of the impacts of WEs on LT has been centered on standard/norm and consequent reliability ...
Language Tests and Their Role in Society
PEOPLE: International Journal of Social Sciences, 2017
Being continually subjected to various forms of assessment remains a certainty for most of us, and the results of those evaluations often have a significant impact on our lives, be it positive or negative. Whether we have in mind aptitude tests, language tests, entrance examinations or either high school or a university, driving tests, their results are invariably of profound importance for us of profound importance for us. It is automatically taken for granted by the public is that the requirements for passing the tests are appropriate, and the instruments for the measurement of the required knowledge, abilities, performance, skills or competencies have been constructed in such a way that they reliably and accurately measure what they are intended to measure.
The relationship between language testing and second language acquisition, revisited
System, 2000
The paper examines the relationship between and the relevance of second language acquisition (SLA) and language testing (LT). Based on three dimensions of potential contributions of LT to SLA [(1) de®ning the construct of language ability; (2) applying LT ®ndings to test SLA hypotheses; and (3) providing SLA researchers with quality criteria for tests and tasks] and three dimensions of potential contribution of SLA to LT [(1) identifying language components for elicitation and criteria assessment; (2) proposing tasks for assessing language; and (3) informing language testers about dierences and accommodating these dierences], this paper examines the interfaces of the two ®elds based on articles published in recent issues of the journals``Language Testing'' and``Studies in Second Language Acquisition''. The relevance of LT to SLA is examined based on written interviews with leading scholars in SLA who were asked about the relevance of LT to their work. The results indicate very limited interfaces between the two ®elds as well as limited relevance of LT to SLA. The conclusions and implications discuss to the potential need of LT to broaden its focus and scope by addressing broader views of language learning and language processing such as: viewing language in its complexities and dynamics; involving the learners and test takers; marketing better LT theories to those out of the ®eld; expanding the context beyond psychometrics; expanding the types of instruments used beyond tests; addressing educational issues; and working towards relevance. #
[2002] Language proficiency: Current strategies, future remedies
Journal for Language Teaching, 2002
Language proficiency among young South Africans is low. This is true not only of mother tongue speakers of English and Afrikaans, but also, and especially, of non-mother tongue speakers of English, among whom language proficiency levels raise serious concern. Some examples are given to illustrate the importance of this problem, and the extent of the problem is outlined. In this paper, we focus on one critical factor related to these low proficiency levels. What is important, in addition, is that the conditions, strategies and current remedies are all less than likely to make a difference. In fact, one can safely predict that the situation is likely to worsen. The importance of remedying the present situation is therefore crucial, and we discuss a number of alternatives to do so successfully.