Assessing English Proficiency for University Study [electronic resource] /
Read, J.author.
This book focuses on strategies and procedures for assessing the academic language ability of students entering an English-medium university, so that those with significant needs can have access to opportunities to enhance their language skills.
Description based upon print version of record.
Cover; Contents; List of Figures and Tables; Preface; Acknowledgements; List of Main Acronyms; 1 The Context: Students in English-Medium Universities; Introduction; International students in English-speaking countries; 1950s to 1980s; Trends since the 1980s; English language proficiency requirements; Recent developments in Australia; Immigrant students in English-speaking countries; English-medium higher education in other countries; Malaysia; Western Europe; Conclusion; 2 Post-Entry Language Assessments in Australia; Catherine Elder and John Read Introduction; University of Melbourne
Diagnostic English Language Assessment (DELA)An alternative model?; Other initiatives at Melbourne; Reflecting on the Melbourne experience; PELAs elsewhere in Australia; National surveys; MASUS at Sydney; Recent online PELAs; 3 The DELNA Programme at the University of Auckland; Background: a linguistically diverse student body; Diagnostic English Language Needs Assessment (DELNA); Design and development of the assessment measures; Implementation and delivery of the assessment; Linking assessment results to language enhancement; New developments; Conclusion
4 Post-Entry Assessments in Other CountriesCatherine Elder and John Read The Test of Academic Literacy Levels (TALL) (South Africa); The academic literacy construct; The design of TALL; Test outcomes; The Canadian Academic English Language Assessment (CAEL) at Carleton University (Canada); Content and format of CAEL; Reporting of results; Diagnostic function; The Diagnostic English Language Tracking Assessment (DELTA) in Hong Kong; DELTA content; Reporting performance; Use of DELTA; The Oral English Proficiency Test (OEPT) at Purdue University (United States); OEPT content and format
OEPT scoringFeedback and connection to instruction; Issues arising from the four cases; 5 The Case for Introducing a Post-Entry Assessment; The Australian academic audit requirement; Alternatives to a PELA; International student admission; Domestic matriculation; Reasons for introducing a PELA; The target population for a PELA; Mandatory versus voluntary participation; The decision-making process; Opportunities for language development; Conclusion; 6 Defining and Assessing Academic Language Proficiency; Competence and proficiency; The proficiency test; Carroll's (1961) seminal paper
Discrete-point and integrative testingSpeeded tests; Aptitude testing; The development of the communicative approach; Integrative tests; Communicative tests; Proficiency tests in the United Kingdom; The English Proficiency Test Battery (EPTB); English Language Testing Service (ELTS); International English Language Testing System (IELTS); Summary of the British experience; The Test of English as a Foreign Language (TOEFL); The Internet-based TOEFL (iBT); Pearson Test of English (Academic); Conclusion; 7 Defining and Assessing Academic Literacy; Definitions of literacy; Pluralistic approaches
Developing academic literacy
Includes bibliographical references and index.
This book focuses on strategies and procedures for assessing the academic language ability of students entering an English-medium university, so that those with significant needs can have access to opportunities to enhance their language skills.
Language and languages-Study and teaching.
Linguistics.
Semantics.
Language Teaching.
Linguistics, general.
Semantics.