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The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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Teaching to the test: The effects of coaching on English-proficiency scores for university entry
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In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 1–15 ; 2399-9101 (2021)
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Policy in Practice: Teachers’ Conceptualizations of L2 English Oral Proficiency as Operationalized in High-Stakes Test Assessment
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In: Languages; Volume 6; Issue 4; Pages: 204 (2021)
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Formative Language Assessment for English Learners- An Exploration of Vocabulary Diversity Indices in Writing CBM
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ENGLISH PROFICIENCY AND TEACHERS EDUCATION: A DISCUSSION ABOUT FUTURE TEACHERS’ VIEWS ; PROFICIÊNCIA EM LÍNGUA INGLESA E FORMAÇÃO DE PROFESSORES: UMA DISCUSSÃO SOBRE O OLHAR DOS ALUNOS DE LETRAS
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In: Intercâmbio. Revista do Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem. ISSN 2237-759X; v. 41 (2019) ; 2237-759X ; 1413-4055 (2019)
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Topic development in the English oral proficiency interview for international teaching assistants at the University of Illinois at Urbana-Champaign
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The IELTS roller coaster: stories of hope, stress, success and despair
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Testing Tensions: The Use of English Language Proficiency Tests for the Admission of Ontario High School Applicants to One Ontario University
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In: Electronic Thesis and Dissertation Repository (2016)
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English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study
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In: Carroll, Patricia Elaine. (2015). English Language Proficiency Classification, Reclassification, and Educational Programming Decisions for Language Minority Students: A Mixed Methods Study. UCLA: Education-Special Education Joint Doctoral Program w/CSULA 0884. Retrieved from: http://www.escholarship.org/uc/item/5cz284p6 (2015)
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Innovative assessment tasks for academic English proficiency: an integrated listening-speaking task vs. a multimedia-mediated speaking task
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In: Graduate Theses and Dissertations (2015)
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Validating a set of Japanese EFL proficiency tests: demonstrating locally designed tests meet international standards
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An investigation of English Language Learners' performance on regular content assessments: A study of Kansas ELLs
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Assessing in-class participation for EFL: considerations of effectiveness and fairness for different learning styles
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Stakeholder perceptions of IELTS as a gateway to the professional workplace : the case of employers of overseas trained teachers
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Abstract:
This paper reports on a qualitative study which explored stakeholder perceptions of the IELTS test as a gateway to the professional workplace for teachers in Australia and New Zealand. The goal of this study was to research perceptions of school principals as regards teachers who have entered the profession through IELTS or other English language proficiency test pathways and how the changing language demands of teaching may have impacted on these perceptions. Three research questions were addressed, with data for the study collected from 21 principals through their participation in one-to-one interviews and/or face-to-face focus groups. Five IELTS sample Speaking tests and three sets of IELTS Writing tests were used as the basis for discussion in the focus groups. Findings from the analysis of the three data sources showed that: * participants’ knowledge of IELTS was lower than expected * participants’ expectations of overseas trained teachers’ proficiency in English was not always realistic, being heavily influenced by the demands of the school environment, especially in regards to interaction with students and parents * while technological advances had changed some literacy practices, employer expectations regarding high standards of accuracy remained unchanged. The paper concludes that stakeholders need to be better informed of what English proficiency tests can and cannot assess. Further research could be undertaken to explore stakeholder needs, expectations and suggestions in terms of how best to interpret English proficiency standards and organise workplace processes for the purpose of optimising present practices in the employment of overseas trained teachers.
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Keyword:
English proficiency teacher mobility; Language assessment; Overseas professional; Overseas teachers
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URL: http://hdl.handle.net/1959.14/336949
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English Proficiency / Fluent English Proficient Students
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In: Scholarship and Professional Work – Education (2013)
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Modeling Speaker Proficiency, Comprehensibility, and Perceived Competence in a Language Use Domain
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In: Schmidgall, Jonathan Edgar. (2013). Modeling Speaker Proficiency, Comprehensibility, and Perceived Competence in a Language Use Domain. UCLA: Applied Linguistics 0074. Retrieved from: http://www.escholarship.org/uc/item/58g6k6zg (2013)
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Modeling Speaker Proficiency, Comprehensibility, and Perceived Competence in a Language Use Domain
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Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade
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Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade
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In: Carroll, Patricia Elaine. (2012). Examining the Validity of Classifications from an English Language Proficiency Assessment for English Language Learners and Native English Speakers in Fifth Grade. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/2332d3j5 (2012)
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