Association of Language Testers in Europe

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Association of Language Testers in Europe

  1. 1. Valutazione linguistica ed integrazione nel contesto italiano<br />Roma, 11 maggio 2010<br />Nick Saville, University of Cambridge, ESOL examinations<br />Long-term residency and integration<br />The UK case – since around 1997<br />
  2. 2. The UK case<br />Illustrates all six stages of the “journey”<br />Shows ways in which government policy interacts with the social, economic and linguistic factors<br />Focuses specifically on language and assessment issues:<br />ESOL Skills for Life Tests<br />Role for language testers in carrying out impact research to investigate effects and consequences of<br />- the policies<br />- the tests<br />
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  4. 4. Six stage of the “journey”<br />1. Pre-entry<br />2. Initial entry<br /> (Access)<br />3. Extension of stay<br /> (Residency)<br /> 4. Settlement<br /> (Indefinite stay)<br />5. Request for citizenship<br />6. Ceremony and new passport<br /> (Naturalisation)<br />Newcomer<br />Concept of “civic citizenship” (1997)<br />English language for “social cohesion”<br />ESOL Skills for Life Courses<br />ESOL Skills for Life<br />Tests<br />“Oldcomer”<br />Citizen<br />
  5. 5. What are ESOL Skills for Life Tests ?<br />Accredited ESOL SfL tests from approved examinations boards (2004)<br />UK regulator’s requirements within the basic skills programme<br /><ul><li>All accredited tests have general design features</li></ul>Examinations boards provide variants within this framework<br /><ul><li>Cambridge ESOL SfL tests</li></ul>Modular, 4 skills tests, at A1 to B2 of CEFR <br />Guided learning hours for “average learners” estimated to be minimum 100 hours per skill, per level <br /><ul><li>Cambridge ESOL validation </li></ul>Routine analysis and reporting<br />Specific impact research to monitor effects and consequences of these tests<br />See Papp and Saville, 2009<br />
  6. 6. Summary of ESOL SfL Tests - from 2004<br />Integration<br />Free SfLcourses for resident migrants to help them with integration (2002)<br />Free, non-obligatory SfL tests introduced to support these courses<br />Citizenship (optional choice for resident migrants)<br />Evidence of English language proficiency became obligatory when applying for citizenship (2004)<br />SfL tests used in applications for citizenship - plus other measures<br />Settlement (obligatory for long-term residency)<br />Applications for indefinite right to remain follows same procedures as citizenship (2007)<br />SfL tests now used <br />
  7. 7. Six stage of the “journey”<br />1. Pre-entry<br />2. Initial entry<br /> (Access)<br />3. Extension of stay<br /> (Residency)<br /> 4. Settlement<br /> (Indefinite stay)<br />5. Request for citizenship<br />6. Ceremony and new passport<br /> (Naturalisation)<br />Newcomer<br />Integration<br />1<br />“Oldcomer”<br />Citizen<br />
  8. 8. Six stage of the “journey”<br />1. Pre-entry<br />2. Initial entry<br /> (Access)<br />3. Extension of stay<br /> (Residency)<br /> 4. Settlement<br /> (Indefinite stay)<br />5. Request for citizenship<br />6. Ceremony and new passport<br /> (Naturalisation)<br />Newcomer<br />Integration<br />“Oldcomer”<br />2<br />Citizen<br />
  9. 9. Six stage of the “journey”<br />1. Pre-entry<br />2. Initial entry<br /> (Access)<br />3. Extension of stay<br /> (Residency)<br />4. Settlement<br /> (Indefinite stay)<br />5. Request for citizenship<br />6. Ceremony and new passport<br /> (Naturalisation)<br />Newcomer<br />Integration<br />“Oldcomer”<br />3<br />Citizen<br />
  10. 10. Six stage of the “journey”<br />1. Pre-entry<br />2. Initial entry<br /> (Access)<br />3. Extension of stay<br /> (Residency)<br /> 4. Settlement<br /> (Indefinite stay)<br />5. Request for citizenship<br />6. Ceremony and new passport<br /> (Naturalisation)<br />Tests which can be taken in country of origin<br />Newcomer<br />Integration<br />“Oldcomer”<br />Citizen<br />
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  12. 12. Conclusions from UK case<br />Language tests need to be “fit for purpose”: i.e. to have the technical qualities which enable high stakes decisions to be taken fairly using the test scores<br />Language testers must provide evidence of the validity of their tests - “a validity argument” <br />Language testers have a role as researchers in social contexts: i.e. to address both the quality of their tests and to investigate the impacts (intended & unintended effects and consequences)<br />
  13. 13. Thank you<br />
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