Language Assessment for Multilingualism
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Language Assessment for Multilingualism Proceedings of the ALTE Paris Conference, April 2014 For a complete list of titles please visit: www.cambridge.org/elt/silt Also in this series: European Language Testing in a Global Examining Reading: Research and practice in Context: Proceedings of the ALTE Barcelona assessing second language reading Conference July 2001 Hanan Khalifa and Cyril J. Weir Edited by Cyril J. Weir and Michael Milanovic Examining Speaking: Research and practice in IELTS Collected Papers: Research in speaking assessing second language speaking and writing assessment Edited by Lynda Taylor Edited by Lynda Taylor and Peter Falvey IELTS Collected Papers 2: Research in reading Changing Language Teaching through and listening assessment Language Testing: A washback study Edited by Lynda Taylor and Cyril J. Weir Liying Cheng Examining Listening: Research and practice in The Impact of High- stakes Examinations on assessing second language listening Classroom Teaching: A case study using insights Edited by Ardeshir Geranpayeh and Lynda from testing and innovation theory Taylor Dianne Wall Exploring Language Frameworks: Proceedings Impact Theory and Practice: Studies of the of the ALTE Kraków Conference, July 2011 IELTS test and Progetto Lingue 2000 Edited by Evelina D. Galaczi and Cyril J. Weir Roger Hawkey Measured Constructs: A history of Cambridge IELTS Washback in Context: Preparation for English language examinations 1913–2012 academic writing in higher education Cyril J. Weir, Ivana Vidaković, Evelina D. Anthony Green Galaczi Examining Writing: Research and practice in Cambridge English Exams – The First Hundred assessing second language writing Years: A history of English language assessment Stuart D. Shaw and Cyril J. Weir from the University of Cambridge 1913–2013 Roger Hawkey and Michael Milanovic Multilingualism and Assessment: Achieving transparency, assuring quality, sustaining Testing Reading Through Summary: diversity – Proceedings of the ALTE Berlin Investigating summary completion tasks for Conference, May 2005 assessing reading comprehension ability Edited by Lynda Taylor and Cyril J. Weir Lynda Taylor Examining FCE and CAE: Key issues and Multilingual Frameworks: The construction and recurring themes in developing the First use of multilingual proficiency frameworks Certificate in English and Certificate in Neil Jones Advanced English exams Validating Second Language Reading Roger Hawkey Examinations: Establishing the validity of the Language Testing Matters: Investigating GEPT through alignment with the Common the wider social and educational impact European Framework of Reference of assessment – Proceedings of the ALTE Rachel Yi-fen Wu Cambridge Conference, April 2008 Assessing Language Teachers’ Professional Edited by Lynda Taylor and Cyril J. Weir Skills and Knowledge Components of L2 Reading: Linguistic Edited by Rosemary Wilson and Monica Poulter and processing factors in the reading test Second Language Assessment and Mixed performances of Japanese EFL learners Methods Research Toshihiko Shiotsu Edited by Aleidine J Moeller, John W Creswell and Aligning Tests with the CEFR: Reflections on Nick Saville using the Council of Europe’s draft Manual Edited by Waldemar Martyniuk Language Assessment for Multilingualism Proceedings of the ALTE Paris Conference, April 2014 Edited by Coreen Docherty Cambridge English Language Assessment and Fiona Barker Cambridge English Language Assessment University Printing House, Cambridge CB2 8BS, United Kingdom Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781316505007 © UCLES 2016 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2016 Printed in XXXX A catalogue record for this publication is available from the British Library Library of Congress Cataloging-in-Publication Data Names: ALTE Conference (5th : 2014 : Paris, France) | Docherty, Coreen, editor. | Barker, Fiona, editor. Title: Language assessment for multilingualism : Proceedings of the ALTE Paris Conference, April 2014 / edited by Coreen Docherty, Cambridge English Language Assessment and Fiona Barker, Cambridge English Language Assessment. Description: Cambridge ; New York : Cambridge University Press, [2016] | Series: Studies in Language Testing ; 44 | Includes bibliographical references. Identifiers: LCCN 2015034884 | ISBN 9781316505007 Subjects: LCSH: Language and languages--Ability testing--Europe--Congresses. | Second language acquisition--Ability testing--Europe--Congresses. Classification: LCC P118.75 A482 2014 | DDC 404/.2--dc23 LC record available at http://lccn.loc. gov/2015034884 Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. Contents Acknowledgements viii Series Editors’ note ix Introduction 1 Coreen Docherty and Fiona Barker Section 1 15 Culture, mediation and interactions 1 Intercultural competence – learning, teaching and assessment 17 Neil Jones 2 Intercultural communication – what’s missing? 28 Elaine Boyd and David Donnarumma 3 Task dependent translanguaging performance: An empirical study in a testing context 46 Maria Stathopoulou 4 A computational and psycholinguistic investigation of cultural familiarity and reading comprehension exam performance in Greece 76 Trisevgeni Liontou 5 Le plurilinguisme et la lingua franca: un rôle pour l’évaluation dans le redressement du déséquilibre linguistique en Europe 91 Anne Gallagher Section 2 111 Language learning and assessment for education and migration 6 An update on the CEFR- J project and its impact on English language education in Japan 113 Masashi Negishi and Yukio Tono 7 Learning subject matter in a second language: A CEFR- based tool to support immigrants and migrant students 134 Eli Moe, Marita Härmälä and Paula Lee Kristmanson 8 Assessment as recognition: An e- portfolio for valuing North America’s linguistic diversity 156 Enrica Piccardo v Language Assessment for Multilingualism 9 Impacts of international language assessments on multilingualism: Evidence from an iterative impact study of Progetto Lingue 2000 182 Roger Hawkey and Sarah Ellis 10 Language assessment for migration and social integration: A case study 209 Paola Masillo 11 Migrant associations get involved: Non- formal education and learning Portuguese as a host language 229 Catarina Gaspar, Maria José Grosso and Heinz- Peter Gerhardt 12 Getting to know the minimally competent person 251 Beate Zeidler 13 Language standards for medical practice in the UK: Issues of fairness and quality for all 270 Vivien Berry and Barry O’Sullivan Section 3 289 Teachers’ professional development and assessment 14 Profiling teacher competences: The multilingual validation of the European Profiling Grid (EPG) 291 Brian North 15 Teacher involvement in high- stakes testing 321 Daniel Xerri and Patricia Vella Briffa 16 Investigating aspects of Assessment Literacy for Teachers of English for Academic Purposes 342 Anthony Manning 17 Test fairness to prospective teachers in Teacher Employment Examinations (TEEs): An investigation focusing on rater behaviour 374 Tomoyasu Akiyama Section 4 399 Fairness, quality and validation 18 Ensuring test quality and fairness in the Asian EFL context: Challenges and opportunities for the GEPT in Taiwan 401 Jessica R W Wu 19 A TAP study of Thai test takers’ processes of taking a Chinese vocabulary test 414 Xiangdong Gu, Yuwen Shen and Jian Xu 20 Exploring the Chinese proficiency test Hanyu Shuiping Kaoshi and its washback effects: The test takers’ perspective 433 Shujiao Wang vi Contents 21 From monolingual to bilingual through testing: The OPENPAU Project (FFI2011- 224422) 454 Jesús García Laborda and Mary Frances Litzler 22 Meeting standards in scoring speaking: Monitoring and improving the quality of examinations in Italian 467 Giuliana Grego Bolli, Jane Lloyd and Danilo Rini 23 Assessment of spoken interaction in two conditions: Teacher- to- student versus student- to- student 490 Pascale Manoïlov and Claire Tardieu 24 Comparing native and non- native raters of US Federal Government speaking tests 511 Rachel L Brooks 25 Investigating the use of text- to- speech assistive technology in the language testing of students with Specific Learning Difficulties (SpLDs) Geraldine Ludbrook 530 Notes on contributors 551 Presentations at the ALTE Conference in Paris, 2014 562 vii Acknowledgements We would like to express our thanks to everyone who contributed to this volume for developing and writing up their original presentations given at the ALTE Paris Conference in April 2014, and for their willingness to make subsequent revisions in line with our editorial suggestions. The volume could not have reached publication without the profes- sional, technical and administrative