Changing Needs: Can the Common European Framework Be the Standard for English Proficiency Testing?
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Table of Contents LTRC 2009 Conference Organizers and Committee Members 2 LTRC 2009 Conference Sponsors 8 Message from the ILTA President 9 About ILTA 12 Hotel Map 14 LTRC 2009 Program Overview 15 LTRC 2009 Full Program 19 Samuel J. Messick Memorial Lecture 30 Abstracts Workshops 31 Symposia 33 Papers 41 Posters 65 Works‐in‐Progress 81 Index of Presenters 98 LTRC 2009 – DENVER, CO – MARCH 17 – 20, 2009 1 LTRC 2009 Conference Organizers and Committee Members Organizing Committee Margaret Malone (co‐chair), Center for Applied Linguistics Sara Cushing Weigle (co‐chair), Georgia State University Liz Hamp‐Lyons, University of Bedfordshire Craig Deville, Measurement Inc. Micheline Chalhoub‐Deville, University of North Carolina at Greensboro Rachel Brooks, Federal Bureau of Investigation Jamie Schissel, University of Pennsylvania Program Cover Design: Cambridge ESOL Program Assistance: Krisanne Post, Georgia State University Heather Conlin, Georgia State University Luke Amoroso, Center for Applied Linguistics/Georgetown University Yen‐Tsu Chang, Center for Applied Linguistics/Georgetown University Round‐Up Planning Committee Megan Montee, Center for Applied Linguistics Anne Donovan, Center for Applied Linguistics Jessica Hoover, Center for Applied Linguistics Victoria Nier, Center for Applied Linguistics Proposal Reviewers Lyle Bachman UCLA [email protected] Alison Bailey UCLA [email protected] Jayanti Banerjee University of Michigan [email protected] Vivien Berry University of Hong Kong [email protected] Annie Brown Ministry of Higher [email protected] Education, UAE Nathan Carr California State University, [email protected] Fullerton Martyn Clark Center for Applied Second [email protected] Language Studies 2 LTRC 2009 – DENVER, CO – MARCH 17 – 20, 2009 Christine Dubai Menʹs College [email protected] Coombe Allister OISE [email protected] Cumming Alan Davies University of Edinburgh [email protected] John H.A.L. -
Caa 1 Eastern Illinois University the Graduate
Agenda Item #08-76 Effective Summer 2009 EASTERN ILLINOIS UNIVERSITY THE GRADUATE SCHOOL OFFICE OF THE DEAN Robert M. Augustine, Dean Phone: 581-2220 1201 Blair Hall Email: [email protected] TO: Council on Academic Affairs RE: Change in Policy/Catalog Copy for Undergraduate International Student Admission DATE: September 22, 2008 Bill Elliott, Director of International Admissions, has recommended the admission policy of the International Applicants section of the Undergraduate Catalog be revised as outlined below and be adopted for Summer 2009 international admissions. The policy statement was reviewed and approved for recommendation to the Council on Academic Affairs by the International Programs Advisory Council on September 5, 2008. Congruent recommendations for graduate admission have been forwarded to the Council on Graduate Studies as pertinent to graduate applicants. Current Policy/Catalog Copy Proposed Policy/Catalog Copy English language mastery for undergraduate English language mastery for undergraduate applicants for admission may be documented in applicants for admission may be documented in one of the following ways: one of the following ways: 1. Submission of a score of 500 or higher on 1. Submission of a score of 500 or higher on the paper-based Test of English as a the paper-based Test of English as a Foreign Language (TOEFL), a score of 173 Foreign Language (TOEFL), a score of 173 or higher on the computer-based TOEFL, a or higher on the computer-based TOEFL, a score of 61 or higher on the internet-based score of 61 or higher on the internet-based TOEFL, or a minimum International English TOEFL, or a minimum International English Language Testing System (IELTS) score of Language Testing System (IELTS) score of 6.0 (academic module). -
Validating a Set of Japanese Efl Proficiency Tests: Demonstrating Locally Designed Tests Meet International Standards
VALIDATING A SET OF JAPANESE EFL PROFICIENCY TESTS: DEMONSTRATING LOCALLY DESIGNED TESTS MEET INTERNATIONAL STANDARDS Jamie Dunlea This is a digitised version of a dissertation submitted to the University of Bedfordshire. It is available to view only. This item is subject to copyright. VALIDATING A SET OF JAPANESE EFL PROFICIENCY TESTS: DEMONSTRATING LOCALLY DESIGNED TESTS MEET INTERNATIONAL STANDARDS JAMIE DUNLEA A thesis submitted to the University of Bedfordshire in fulfillment of the requirements for the degree of Doctor of Philosophy University of Bedfordshire Centre for Research in English Language Learning and Assessment (CRELLA) December 2015 1 VALIDATING A SET OF JAPANESE EFL PROFICIENCY TESTS: DEMONSTRATING LOCALLY DESIGNED TESTS MEET INTERNATIONAL STANDARDS JAMIE DUNLEA ABSTRACT This study applied the latest developments in language testing validation theory to derive a core body of evidence that can contribute to the validation of a large-scale, high-stakes English as a Foreign Language (EFL) testing program in Japan. The testing program consists of a set of seven level-specific tests targeting different levels of proficiency. This core aspect of the program was selected as the main focus of this study. The socio-cognitive model of language test development and validation provided a coherent framework for the collection, analysis and interpretation of evidence. Three research questions targeted core elements of a validity argument identified in the literature on the socio-cognitive model. RQ 1 investigated the criterial contextual and cognitive features of tasks at different levels of proficiency, Expert judgment and automated analysis tools were used to analyze a large bank of items administered in operational tests across multiple years. -
Applied Linguistics Linguistics
Edited by ‘This book treats diverse areas of Applied Linguistics in a consistently clear fashion. It will allow students to see the scope and value of Applied Linguistics in human life.’ Vivian Cook, Newcastle University ‘Under the expert stewardship of Li Wei, this text provides an excellent introduction to the field of Applied Linguistics and serves as a guide that stimulates interest in the field by demonstrating what Li Wei Applied Applied Linguistics can contribute to other disciplines.’ Terrence G. Wiley, President, Center for Applied Linguistics Linguistics ‘Sharp insights, absorbing examples, practical advice and clear explanations characterise this excellent introduction by the Birkbeck (London) team to the fascinating, diverse world of Applied Linguistics. Strongly recommended for newcomers to the field; it looks set to become the standard introduction.’ Tim McNamara, The University of Melbourne Applied Linguistics Applied Linguistics provides a complete survey of the core areas of Applied Linguistics, covering its theories, methods and key findings. The volume adopts a problem-solving approach, introducing students to key research questions raised by applied linguists, and guiding them through the various approaches to tackling these. This method enables students to identify everyday language and communication issues, and to draw on their own personal experiences when considering the application of theory and methodology to real-life scenarios. The book offers a wide and in-depth coverage of major topics in the field of Applied Linguistics, including first and second language acquisition, normal and atypical language development, literacy, language assessment, language and identity, language and gender, language contact, language policy and language planning, intercultural communication, language and the professions and translation. -
Negotiated Rulemaking for Higher Education 2016
MEMORANDUM Date: February 3, 2016 To: U.S. Department of Education From: Noah Zinner Issue: Non-Native Speakers of English – Ability to Benefit Testing and False Certification Discharges This memo describes the following proposals: (1) Certification Requirements for Schools Enrolling Students Without English Language Proficiency: Amend the Direct Loan regulations to require schools that enroll non-native English speakers without English language proficiency into programs with instruction, instructional materials, or exams in English to certify the student’s ability to benefit from the program. (2) False Certification Discharges for Non-English Speaking Borrowers Without English Language Proficiency: Clarify discharge eligibility for all Direct and FFEL loan non- English proficient borrowers whose schools falsely certified their ability to benefit by enrolling them in programs with instruction, instructional materials, or exams in English. Background: During the public negotiated rulemaking, I raised the issue of amending the false certification regulations to establish and/or clarify the right of a student to seek discharge of a federal student loan under 34 C.F.R. § 685.215(a)(1)(i) (for Direct Loans) and 34 C.F.R. §682.402(e)(1)(i)(A) (for FFEL Loans), when a school has falsely certified that a non-native English-speaking student without English language proficiency has an ability to benefit from a Title IV program taught in English. The purpose of these requested amendments is not to restrict student access to programs that legitimately serve non-native English speaking communities, nor is it to create unnecessary barriers for students who speak English fluently in addition to their native language or languages.