Language Proficiency Testing for Teachers

Abstract

In the last two decades, language proficiency testing has been used in many countries such as Australia, China, and the USA to make decisions about the language teaching competence of elementary and secondary world language teachers. World language educators teach languages other than their students' and often their own first language. In Australia, China, and the USA , teacher candidates' language teaching competence, which consists of their language proficiency and pedagogical knowledge, has been assessed, but relevant degrees and training have been acceptable for employment. The common goal of researchers, teacher‐educators, councils, and commissions of education seems to be to mentor and produce the most effective world language teachers.

Language learning beyond Japanese university classrooms: video interviewing for study abroad

“…The OPI-c is a one-hour computerized test of English-usage skills consisting of a series of recorded questions. The evaluations were carried out by American Council on The Teaching of Foreign Languages (ACTFL) evaluators in the United States (Burke, 2015). After only five weeks between two OPIc administrations, 12 out of 18 students increased their level while 6 remained the same (see Table 1).…”

Vol. 19 Supplementary: 20th Anniversary Special Issue

“…These external tests have served different purposes (e.g., Elder & Kim, 2014). In terms of the second assumption, it is not always true that proficient people can become good English teachers (e.g., Burke, 2015;Elder and Kim, 2014). In other words, good English skills are necessary, but are not enough for someone to become a qualified English teacher.…”

“…However, the communicative teaching movement will shed fresh light on this issue because many non-native English speakers teach English (Burke, 2015). Elder and Kim (2014) state that language teacher proficiency can be broadly defined as competency -which ordinary people may be expected to have in order to communicate informal and formal contexts -as well as subject-specific knowledge.…”

“…and 2What levels do English teachers need to improve students' English competency? (Burke, 2015;Elder & Kim, 2014;Coniam & Falvey, 2013). In the field of language testing, the assessment of English teachers is still a fresh issue and has not received much attention, not to mention research on teacher employment tests.…”

Letter to the Editor

“…In addition, I believe that it is going to take a lot more than “a department” (Brooks & Darhower, , p. 610) to increase the number of teacher candidates who demonstrate acceptable language and pedagogical competence (Burke, ). Given the high cost of high‐stakes testing, the added cost to obtain specific feedback (Burke, ), and the cost of OPI familiarization workshops and training sessions (Norris, ), it would be appropriate if revenue from the tests, workshops, and sessions were devoted to improving world language education.…”