Foreword to the Special Issue “The Common European Framework of Reference for Languages (CEFR) for English Language Assessment in China” of Language Testing in Asia

There has been a high level of agreement among scholars that communicative competence should be integrated within language learning and assessments. The study attempts to unravel the issues of how communicative competence can be assessed and measured in multilingual environments and how communicative language testing can be promoted. Using the content analysis approach as the qualitative method, it begins with the historical review of communicative competence that started at the beginning of 1970s to the most current concept involving intercultural communicative competence. Then, some practical models of communicative competence that can be used to propose a measurement of communicative competence are presented. Later, this article argues that there is an upsurge need to shift the paradigm of language testing and language assessment towards communicative competence. Moreover, the nature of language testing should not only concern linguistic or knowledge competence but also recognize the different varieties of English. This study implies that, in the field of language testing, language test designers should encompass the concept of communicative competence in the test construct to include real-life language use, and by extension, to increase test validity. As for teachers, a reform integrating communicative competence in classroom language assessment has become essential within the scope of language teaching.

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An introduction to Language Testing’s first Virtual Special Issue: Investigating consequences of language test use

Language Testing ◽

10.1177/0265532220928533 ◽

2020 ◽

Vol 37 (4) ◽

pp. 638-645

Author(s):

Carol A. Chapelle

Keyword(s):

Research Methods ◽

Teaching And Learning ◽

Language Testing ◽

Language Assessment ◽

Language Test ◽

Special Issue ◽

Social Functions ◽

The Social ◽

Language Assessments ◽

Test Use

Virtual Special Issues are a new resource for Language Testing readers. The Virtual Special Issues will highlight important topics and trends in the field by curating previously published articles that have contributed to defining important and influential issues, methods, and findings on the topics and trends. This Virtual Special Issue presents selected articles from Language Testing on the topic of the consequences, also referred to as washback and impact, of language assessments and tests. The authors of the articles report their investigations of the social functions of tests in teaching and learning as well as in broader structures for attaining opportunities in society. In particular, the articles encompass the examples of social functions that Messick (1989) identified as potentially important in investigating the validity of test use. They also demonstrate a variety of research methods for the study of the consequences of language assessment use in a range of contexts. They vary in the extent to which they interpret results with respect to validity, but the more recent two articles engage explicitly with issues of consequences and validity. Regardless of the role assumed for consequences in validity arguments, these articles demonstrate the importance of investigating consequences in language testing and illustrate methods for doing so.

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Introduction to the special issue on English language teaching in public primary schools in Latin America

Education Policy Analysis Archives ◽

10.14507/epaa.24.2635 ◽

2016 ◽

Vol 24 ◽

pp. 79

Author(s):

José Luis Ramírez-Romero ◽

Peter Sayer

Keyword(s):

Puerto Rico ◽

Latin America ◽

Primary Schools ◽

English Language ◽

English Education ◽

Language Teaching ◽

English Language Teaching ◽

Special Issue ◽

Language Programs ◽

The Common

The guest editors introduce the Special Issue on English Language Teaching in Public Primary Schools in Latin America by summarizing articles about public primary English language programs in six countries in Latin America: Argentina, Brazil, Chile, Columbia, Mexico, and Puerto Rico. They synthesize the main issues related to English education programs in the region and discuss the common trends and challenges addressed by the authors in the special issue.

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Issues on the initial impact of CEFR in Thailand and the region

Indonesian Journal of Applied Linguistics ◽

10.17509/ijal.v9i2.20233 ◽

2019 ◽

Vol 9 (2) ◽

Author(s):

Joseph Foley

Keyword(s):

English Language ◽

Language Education ◽

Language Assessment ◽

English Language Education ◽

Apparent Lack ◽

International Language ◽

Training Materials ◽

Local Contexts ◽

The Common

This paper outlines the revised version of the Common European Framework of Reference Languages: Learning, Teaching and Assessment (CEFR, 2018), followed by the Frameworks of Reference for English Language Education in Thailand (FRELE-TH). The approaches taken in Japan, Vietnam, Malaysia, and China based on CEFR will also be briefly discussed. A number of issues identified by various researchers have affected the implementation of CEFR, such as the lack of background knowledge of the goals of CEFR, the initial stress on language assessment for teachers and learner/users, the apparent lack of follow-up in terms of training, materials and expertise. Finally, the implementation of CEFR in the region will be emphasized in reference to Teaching English as an International Language (TEIL) and reflected on how this approach could be implemented in the local contexts of Asia.

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The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

Perspectives on School-Based Issues ◽

10.1044/sbi14.4.95 ◽

2013 ◽

Vol 14 (4) ◽

pp. 95-101 ◽

Cited By ~ 2

Author(s):

Robert Kraemer ◽

Allison Coltisor ◽

Meesha Kalra ◽

Megan Martinez ◽

Bailey Savage ◽

...

Keyword(s):

Language Learning ◽

Language Impairment ◽

Specific Language Impairment ◽

English Language ◽

Language Assessment ◽

The United States ◽

English Language Learning ◽

Assessment Practices ◽

Evidence Based ◽

English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

International Journal of Modern Languages And Applied Linguistics ◽

10.24191/ijmal.v4i2.7975 ◽

2020 ◽

Vol 4 (2) ◽

pp. 84

Author(s):

Erda Wati Bakar

Keyword(s):

Higher Education ◽

Foreign Language ◽

Language Proficiency ◽

English Language ◽

Education Institution ◽

Ministry Of Education ◽

Language Curriculum ◽

English Curriculum ◽

The Common ◽

The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

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IELTS READING AND SOME TECHNIQUES TO IMPROVE IELTS READING SKILLS FOR STUDENTS

Tạp chí Nghiên cứu dân tộc ◽

10.25073/0866-773x/308 ◽

2019 ◽

Vol 8 (2) ◽

Author(s):

Dinh Thi Bac Binh ◽

Dinh Thi Kieu Trinh

Keyword(s):

English Language ◽

Reading Skills ◽

Language Testing ◽

Training Institution ◽

Testing System ◽

Time Saving ◽

International English

The International English Language Testing System (IELTS) is recognized as an accountable tool to assess whether aperson is able to study or train in English. Every year, thousandsof students sit for IELTS. However, the number of those who arerecognized to be capable enough to take a course in English issomehow limited, especially for those who are not major inEnglish at their universities.IELTS Reading is considered as a discerning skill and it is of theequal importance to listening, speaking and writing in obtainingthe objectives of IELTS of band 6 or 6.5. Being teachers of Englishat a training institution, the authors recognize that students canmake time-saving improvements in their reading command undertheir teachers’ insightful guidance.

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Introduction

Combinatorics Probability Computing ◽

10.1017/s0963548318000317 ◽

2018 ◽

Vol 27 (4) ◽

pp. 441-441

Author(s):

PAUL BALISTER ◽

BÉLA BOLLOBÁS ◽

IMRE LEADER ◽

ROB MORRIS ◽

OLIVER RIORDAN

Keyword(s):

Computer Science ◽

Theoretical Computer Science ◽

Special Issue ◽

Open Problems ◽

Theoretical Computer ◽

Discrete Probability ◽

The Common

This special issue is devoted to papers from the meeting on Combinatorics and Probability, held at the Mathematisches Forschungsinstitut in Oberwolfach from the 17th to the 23rd April 2016. The lectures at this meeting focused on the common themes of Combinatorics and Discrete Probability, with many of the problems studied originating in Theoretical Computer Science. The lectures, many of which were given by young participants, stimulated fruitful discussions. The fact that the participants work in different and yet related topics, and the open problems session held during the meeting, encouraged interesting discussions and collaborations.

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Self-identified Linguistic Microaggressions among Monolingual Pre-service Teachers: Why They Matter for English Language Learners

Multicultural Learning and Teaching ◽

10.1515/mlt-2016-0017 ◽

2017 ◽

Vol 12 (2) ◽

Cited By ~ 1

Author(s):

Jenna Shim

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Racial Microaggressions ◽

Analytical Tool ◽

Pedagogical Practices ◽

Subordinate Group ◽

Group Members ◽

The Common ◽

Everyday Context

AbstractUsing the concept of racial microaggressions as an analytical tool, this study reports on white monolingual pre-service teachers’ self-identified linguistic microaggressions by exploring their attitudinal and affective responses to those who speak languages other than English. The assumption is that teachers’ pedagogical practices and their relationship with students are not contained within classrooms but are rather intertwined with their lives outside the classroom and their thinking in everyday context. The themes identified by analyzing the self-identified linguistic microaggressions of the participating pre-service teachers are (1) Self-consciousness/discomfort, worry, fear, anxiety, and frustration; (2) Judgments: (un)intelligence, (dis)likability, and (un)trustworthiness; (3) (In)appropriateness and English dominance; and (4) Stereotypes. This study also reports the findings pertaining to the participants’ reflections on the factors that contribute to difficulties they face when attempting to engage in self-identifying linguistic microaggressions. The common challenges among these monolingual pre-service teachers are: (1) Identification and commitment are not enough; (2) Am I a bad person? and (3) Unconscious dispositions. The significance of this study stems from its exploration of the white pre-service teachers’ self-identification of microaggressions as opposed to those identified by the victims of microaggressions. By using the concept of microaggressions as the main analytical tool, the study reveals that the dominant members who are microaggressive toward language subordinate group members must understand, recognize, and acknowledge their microaggressions if they are to more productively support English language learners (ELLs) succeed socially and academically. The study offers implications for educators working with ELLs as well as for the field of teacher education.

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