Using language tests for upgrading knowledge: The phenomenon, source and consequences

Abstract This paper is divided into two sections. The first part looks at the way in which many high stakes tests have been introduced for reasons of political expediency rather than educational benefit. It examines the consequences of using tests in this way and suggests that when tests are used as disciplinary tools their introduction leads to a narrowing of the curriculum rather than an improvement in learning. The second part of the paper examines the introduction in Hong Kong of the Language Proficiency Assessment for Teachers in light of the earlier discussion and suggests that a number of questions need to be addressed if the assessment is not to have the reverse effect to that intended by the Education Department

The Prospect of the Russian Language in Georgia. Insights from the Educated Youth

After the collapse of the Soviet Union, the status of the Russian language in the new-born Republics became a central issue. In the Southern Caucasus, all the Constitutions promulgated by the three Republics opted for ethnocentric language policies that accepted the titular language as the only State Language. However, the role of the Russian language as a lingua franca remained crucial for international communication and everyday interaction. It followed that it continued to play an important role also in education. The present study focuses on Georgia, where a strong derussification policy has taken place in the last decades and aims at understanding to what extent the use of Russian among the young generations has contracted. In particular, we present an analysis conducted on data collected via (i) a survey for young people consisting of questions on their sociolinguistic background and a proficiency test in Russian, and (ii) semi-structured interviews for teachers of Russian and English as Foreign Languages on the research topics

8. Tests as Power Tools: Looking Back, Looking Forward

In this chapter I discuss current uses of language tests in education and society, arguing that tests have become primary tools used by policy makers to resolve and reform educational, political, and social problems. Specifically, I address two areas where this is happening: (1) in the realm of education, through the introduction of the No Child Left Behind tests in the USA, intended to reform education and resolve low school achievements; and (2) in the realm of society, through the increasing use of language tests for granting citizenship and thus, using tests to settle the complex set of issues related to migration. Relying on empirical research, I point to the length of time it takes immigrants to achieve academic language proficiency in schools and the continued role of L1; I argue that the use of such tests is unjust, unethical, and discriminatory and leads to marginalization and expulsion of people, suppression of diversity, and forced monolingualism. Further, these tests do not accurately represent current understanding of the language constructs of immigrants, who continue to negotiate and make meaning multilingually. I end the chapter with a call for the creation of language tests that are both in line with broader and more realistic language constructs, incorporate multilingualism. and multimodal realities, and also address the misuses of tests in order to lead to inclusion, participation, and recognition, especially given the ramifications of tests in creating de facto language policie

Language Teachers as Partners in Crafting Educational Language Policies?

The paper presents an expanded view of language policy which incorporates a variety of policy mechanisms which are claimed to affect de facto language policies. These mechanisms include declared policies, language education documents, language tests and language in public space, among others. These policies are initiated and determined by ''policy bodies'' which are part of governments and other groups in authority, but are detached from those who are execute them. The main objective of this paper is to portray the expanded view of language policy, along these mechanisms, and to argue for the involvement and active participation of teachers in this process. I will argue that the participation, discussions and negotiations constitute a civic and democratic obligation on route to valid, open, fair, realistic policies. Negotiations with the different stake holders who come the process with experience and knowledge is essential for developing language policies which are valid, constructive, critically based and are based on theory of practice

Language, Pedagogy, and Active Participant Engagement. Gaze in the Multilingual Landscape

Drawing on a series of studies that looked at students’ interpretations of linguistic landscapes (LL) in Israel, the chapter focuses on the move from awareness to engagement in LL pedagogical work. Encouraging students to modify images (by manipulating digital images) proves valuable not only for promoting awareness, but also for instilling an activist sensibility focused on political and linguistic change. The chapter raises several important considerations for LL research and pedagogy: critical exposure to LLs is an effective tool for noticing social and linguistic injustices; noticing and awareness are highly dependent on the positionality of the viewer: what is seen in the LL varies according to the linguistic, political, racial, or ethnic gaze through which the LL is interpreted; and image modification may be a valuable way in which students can move from consciousness to activism. These considerations have implications for multilingual educational policies and LL pedagogies that engage students in social change