Language Tests at the Gates of Academia: Student Narratives about English Language Proficiency Assessments (original) (raw)

This narrative study describes the agency and resistance of international graduate This narrative study describes the agency and resistance of international graduate students as they negotiated commercial, high-stakes English language proficiency students as they negotiated commercial, high-stakes English language proficiency tests to gain admission to one Canadian university. This interdisciplinary paper, which tests to gain admission to one Canadian university. This interdisciplinary paper, which is grounded in Foucault and critical language testing scholarship, addresses is grounded in Foucault and critical language testing scholarship, addresses questions of power, social justice, and consequential validity. questions of power, social justice, and consequential validity. Abstract Abstract The purpose of this narrative study (Connelly & Clandinin, 2000) is to describe how The purpose of this narrative study (Connelly & Clandinin, 2000) is to describe how international graduate students who are L2 users of English have negotiated English international graduate students who are L2 users of English have negotiated English language proficiency tests such as TOEFL and IELTS in order to gain admission to language proficiency tests such as TOEFL and IELTS in order to gain admission to one institution of higher education in Ontario, Canada. one institution of higher education in Ontario, Canada. While critical language testing While critical language testing scholarship has described their gatekeeping nature (Shohamy, 2001), research has scholarship has described their gatekeeping nature (Shohamy, 2001), research has yet to explore the human side of high-stakes commercial English language tests. This yet to explore the human side of high-stakes commercial English language tests. This project uses a Foucauldian framework (1982) which provides a theoretical lens to project uses a Foucauldian framework (1982) which provides a theoretical lens to understand the power relations involved in this process. Our research sheds light on understand the power relations involved in this process. Our research sheds light on the interaction between student agency and the techniques of power that are the interaction between student agency and the techniques of power that are embodied in institutional language policies and high-stakes language assessments. embodied in institutional language policies and high-stakes language assessments. Narratives gathered through interviews will be coded and analysed thematically Narratives gathered through interviews will be coded and analysed thematically through NVIVO. We seek to uncover international students' perspectives on the through NVIVO. We seek to uncover international students' perspectives on the testing process itself (from test preparation to test completion) as well as their initial testing process itself (from test preparation to test completion) as well as their initial months at the university. Specifically, what supports are available to them and what months at the university. Specifically, what supports are available to them and what challenges do they face during test preparation? How does this process of negotiation challenges do they face during test preparation? How does this process of negotiation-and the test itself-affect international students in their initial months at the-and the test itself-affect international students in their initial months at the university? university? This research raises important questions relating to social justice and the This research raises important questions relating to social justice and the consequential validity (Messick, 1995) of high stakes language tests. consequential validity (Messick, 1995) of high stakes language tests.