tag:theconversation.com,2011:/es/topics/ielts-38048/articlesIELTS – The Conversation2022-09-22T17:02:02Ztag:theconversation.com,2011:article/1895052022-09-22T17:02:02Z2022-09-22T17:02:02ZIndian Matchmaking: English can be a valuable asset for young women seeking husbands – but it can also backfire<p>After a popular and <a href="https://theconversation.com/netflixs-indian-matchmaking-at-the-emmys-the-problems-with-nominating-this-indian-reality-167011">controversial</a> first season, Netflix’s Indian Matchmaking is back with more Mumbai elites and American <a href="https://www.nbcnews.com/news/asian-america/brown-desi-south-asian-diaspora-reflects-terms-represent-erase-rcna1886">Desis (diasporic South Asians)</a> looking for love. The show offers a glimpse into matrimonial negotiations and the arranged marriage process, guided by matchmaker Sima Taparia. Contestants and their families outline their preferences – from values to profession, hobbies to looks – and scrutinise potential partners. </p>
<p>While some criteria are more or less explicit (“must like dogs”), others, such as “good education”, work as implicit references to social class. In India – much like <a href="https://theconversation.com/when-english-becomes-the-global-language-of-education-we-risk-losing-other-often-better-ways-of-learning-143744">across the globe</a> – good education is synonymous with an English medium education. </p>
<p>This is where English is the language through which all subjects are taught – <a href="https://www.taylorfrancis.com/chapters/edit/10.4324/9781315107929-8/mind-language-medium-gap-chaise-ladousa">a model favoured by fee-paying institutions</a>. English speakers are widely assumed to be more educated, more affluent, more modern. </p>
<p>August marked 75 years of Indian independence from British colonial rule. But the English language has continued to play a key role in upholding inequality. For years it remained accessible only to the wealthy. </p>
<p>Over the past two decades, as India’s economic policies shifted, English has become more widely accessible and demand continues to increase. Part of this is due to the longstanding <a href="https://www.cambridge.org/core/journals/modern-asian-studies/article/abs/below-english-line-an-ethnographic-exploration-of-class-and-the-english-language-in-postliberalization-india/BFC18D5713CFC14EECC62AAE280BBBEB">prestige of speaking English</a>, and the narrative that investing in English can bring opportunity and success. </p>
<p>Young Indians are feeling pressure to speak English, both to boost their chances of securing a professional job and to increase the probability of finding a good match for marriage. Unmarried women aspiring to the middle classes are bearing the brunt of the pressure. </p>
<p>In my <a href="https://onlinelibrary.wiley.com/doi/full/10.1111/josl.12567">ethnographic research</a>, I looked at how English gets linked to social mobility in India. I spent several months working alongside young adults at a free English and employability training organisation on the outskirts of South Delhi. </p>
<p>While most of the students enrolled had hopes of becoming socially mobile, many of the young women were also aware that their newly acquired English skills could benefit them in the search for a husband. But, as my interviews with these young women showed, their association with English sometimes ended up backfiring.</p>
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<p>In matrimonial negotiations, English is often favoured by both sides, but is increasingly becoming a requirement for women. At times this appears more explicitly transactional. Young English-speaking brides are in high demand for their potential to secure a place at an international higher education institution. </p>
<p>Some have termed this phenomenon “<a href="https://www.dw.com/en/ielts-marriages-indias-ideal-bride-is-proficient-in-english/a-53341947">IELTS brides</a>”, indicating young women who have scored highly on the International English Language Testing System. But mostly, the desire for English in a future wife is more about what the language says about her class status and her perceived ability to be a part of modern India.</p>
<p>This was the case for Rupal – one of the teachers from the organisation – who was in the process of meeting potential husbands with her parents when I met her. After attending a school where Hindi was the language of instruction, she joined the organisation as a student to develop her English skills. </p>
<p>She was the first member of her family to speak English, and then trained to become a teacher at the same organisation. Rupal knew that this could be leveraged to find a “better” husband, someone from a more securely middle-class background. Her parents had already rejected a proposal from a young man who had not finished school, arguing that, “My daughter is an English teacher … she is so educated.”</p>
<p>English gave Rupal a form of cultural capital which worked in her favour. This was an advantage that her sister, who had left education early to help financially support the family, was not able to wield.</p>
<h2>When English backfires</h2>
<p>But, as Rupal told me, “converting” her English capital into marriage appeal was not so straightforward. More than once, Rupal was rejected by the families of potential suitors precisely because she spoke English. Because of the widespread associations between English, modernity and progressiveness, Rupal’s language skills raised suspicions about the type of wife she would be. </p>
<p>Parents of potential matches worried, “She will control my son, she will not allow him to do anything else, she will order [him].” Rather than giving her leverage in marriage negotiations, Rupal’s status as an English speaker was taken by some families as an indication that her behaviour may not conform to what they expected from a woman and a wife. </p>
<p>Pursuing social mobility through the promise of English turned out to be a risky investment. Rupal was forced to carefully balance contradictory demands of “tradition” and “modernity” to show she was capable of being a respectable woman and a good wife. While inability to speak English can disadvantage both men and women, the risks of speaking English are specific to expectations of womanhood.</p>
<p>In its first season, Indian Matchmaking <a href="https://theconversation.com/indian-matchmaking-a-show-about-arranged-marriages-cant-ignore-the-political-reality-in-india-144441">came under fire</a> for its silence on the politics of caste, gender, religion and nationalism. It has been equally quiet on the unspoken dimensions of language on the marriage market, and what speaking certain languages represents socially. </p>
<p>The increasing demand placed on young Indians aspiring to the middle classes to speak English is fuelled by an often unquestioned acceptance of the utility of English across the globe. But what this narrative hides is how English is deeply entrenched in unequal social stratification through class, caste and gender. </p>
<p>Stories like Rupal’s reveal how the lists of criteria for potential matches that Indian Matchmaking puts into the spotlight are less about “personal preferences”, and much more about maintaining social order.</p><img src="https://counter.theconversation.com/content/189505/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Katy Highet received funding from Economic and Social Research Council (ESRC Postdoctoral Fellowship) 2021-2022.</span></em></p>The controversial reality show is only part of the picture when it comes to class and education in Indian marriage negotiations.Katy Highet, Lecturer in English Language & TESOL, University of the West of ScotlandLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1103502019-01-24T20:58:43Z2019-01-24T20:58:43ZHigher English entry standards for international students won’t necessarily translate to success<figure><img src="https://images.theconversation.com/files/255285/original/file-20190124-135145-1wasf4e.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">A number on a standardised test is not enough to make sure international students succeed – they need ongoing support even if they have a basic grasp of English.</span> <span class="attribution"><span class="source">www.shutterstock.com</span></span></figcaption></figure><p>For some time, <a href="https://theconversation.com/the-slide-of-academic-standards-in-australia-a-cautionary-tale-40464">lowering standards</a> and <a href="https://www.tandfonline.com/doi/abs/10.1080/07294360.2015.1137878?casa_token=c1fx3lTYevUAAAAA:6JyRwIe01oRaGPVL-jlWfL838IMC7b66D6tCRCLlrWbdOe5B1npBWg9lJZGtKNpvtlVgxNYxErim9vc">inadequate English language proficiency</a> have dominated discussions about international students in Australia. <a href="https://link.springer.com/epdf/10.1007/s10734-018-0302-x?author_access_token=WobCe1-pau1K6NXV7mO02ve4RwlQNchNByi7wbcMAY4bEraQek81Rek6NNtQkQMHj7Cat1WBwjn3YMQ4qbVSBCWWarimhLhTGnSZlXk72picmVP9DOWjHjQd9acboZo9GpqXS4wfzU2dhJMIq94PLA%3D%3D">Studies</a> show many international students struggle in their relationships, with their finances, feelings of isolation and belonging, all of which affect their educational experience. </p>
<p>The <a href="https://www.theage.com.au/national/victoria/premier-intervenes-as-international-students-english-fails-to-make-the-grade-20190122-p50syq.html">suggestion</a> that raising entry standards would ensure success and a higher quality of international graduates is not necessarily true. Achieving a higher level of English proficiency through a standardised test <a href="https://journals.sagepub.com/doi/abs/10.1177/1028315315587109?casa_token=sOYUgdfXjfkAAAAA:F7VUDOYA5FtSBJmCkz72Iec6XPIG-FlcRWAaU4uG4tKQ-Cbrg-bvR3iFMMlZ9TUd_YP4UTcAuyIDwZc">will not guarantee</a> international students’ <a href="https://journals.sagepub.com/doi/10.1177/1475240913513520?icid=int.sj-abstract.similar-articles.3">motivation</a> to fully participate in their degree programs. </p>
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<a href="https://theconversation.com/english-test-for-international-students-isnt-new-just-more-standardised-85603">English test for international students isn't new, just more standardised</a>
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<p>Universities need to look beyond language proficiency at the point of entry, and do more to support all facets of academic, linguistic and social development. These include discipline-specific language, mental health, and culturally appropriate pastoral support throughout their degrees. While language proficiency is the most important factor, <a href="https://www.tandfonline.com/doi/abs/10.1080/03075079.2017.1293876?casa_token=dwPIZrwDt6EAAAAA:HhNkOWg1KaPFtbqgrgghl4gRXmyzlxRYDLLH_ZpBFoH8sY7plBnSHulBzj_Eowo_vZsX5t1-qn6eQuI">these</a> other factors have been shown to impact students’ academic performance. </p>
<p>Focusing only on increasing entry scores on standardised tests like the International English Language Testing System (<a href="https://www.ielts.org">IELTS</a>) is unlikely to help. We also need to provide them with support after they’ve arrived at an Australian university. If we don’t, the number of international students who choose to study in Australia could decrease, hurting the <a href="https://www.universitiesaustralia.edu.au/Media-and-Events/media-releases/International-students-inject--32-billion-a-year-into-Australia-s-economy---boosting-Aussie-jobs-and-wages">A$32 billion</a> a year industry.</p>
<h2>What is IELTS and how does it work?</h2>
<p>One of the most popular proficiency tests is the <a href="https://ielts.com.au/test-centre/idp-ielts-test-centre-melbourne/">International English Language Testing System</a>, which costs A$340 and consists of four tests. Despite its dominance in global language testing, the IELTS has been criticised by university academic and administrative staff for being a <a href="https://www.tandfonline.com/doi/abs/10.1080/0309877X.2012.684043">poor predictor</a> of academic performance.</p>
<p>The federal government <a href="https://immi.homeaffairs.gov.au/visas/getting-a-visa/visa-listing/student-500#Eligibility">requires</a> student visa applicants to achieve at least a 5.5 on the test. Alternatively, they can get a 5.0 and do at least 10 weeks of intensive English language learning, or a 4.5 and do at least 20 weeks of intensive English language learning. The highest a person can achieve is a 9.0.</p>
<p>The test is comprised of a 15-minute <a href="https://www.ielts.org/-/media/pdfs/speaking-band-descriptors.ashx?la=en">speaking test</a>, 40 multiple choice questions each in listening and reading, and a two-part writing test. Here is what a 5.0 sounds like: </p>
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<p>This test-taker has enough vocabulary to talk about familiar and unfamiliar topics, but meaning is occasionally lost through limited vocabulary. Her basic grammar is reasonably accurate but she struggles with complex sentences.</p>
<p>A student who achieved a band 8.0 speaks much more fluidly, drawing on a wide range of less common words and phrases, but she still has to occasionally pause to search for the right words.</p>
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<p>Like all standardised tests, IELTS suffers from the weight of expectation about what it can actually assess. IELTS can only offer a snapshot of students’ use of <a href="https://journals.sagepub.com/doi/abs/10.1177/1757743817691995">language</a>. As you can hear in the video, the activities test-takers do in the IELTS test are generic and poorly reflect the kinds of language use and literacy students will need to complete their degrees. </p>
<p>It also can’t assess understandings of cultural norms, conversational ability, or capacity to engage in the host country’s social life. These are also <a href="https://www.tandfonline.com/doi/abs/10.1080/09620214.2015.1069720?casa_token=lowqcHcsNPwAAAAA:ldNnfQTJSn2i64ShA3B3i0yvUVKdYYYyjSayguQJXsaBvafHdqdDnrJrNjmFVqTN8X4EnhIbcOb0Owk">important</a> for success. The score can only indicate someone’s proficiency in a familiar testing context, and their tolerance for high-stakes exams. </p>
<h2>For success, international students need ongoing support</h2>
<p>Universities profit massively from international student enrolments. If they don’t do anything to support these students through their studies (instead of just raising the entry requirement), they’re likely to lose significant income. There is also a moral obligation for universities to better respond to the needs of these students. </p>
<p>Universities should recognise that for international students, disciplinary specific, <a href="https://srhe.tandfonline.com/doi/abs/10.1080/13562517.2017.1332028?needAccess=true">people-rich supports</a> <a href="https://www.tandfonline.com/doi/abs/10.1080/13562510600874268">work better</a> than general study skills models for most students. Accessing medical or mental health support through digital booking systems could prevent international students from seeking help. They’re already <a href="https://www.sbs.com.au/news/mental-health-stigma-biggest-barrier-for-international-students-seeking-help">less likely</a> than domestic peers to seek support.</p>
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<a href="https://theconversation.com/more-international-students-should-mean-more-support-for-communication-and-interaction-39914">More international students should mean more support for communication and interaction</a>
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<p>Despite the economic incentive to make sure international enrolments remain steady, collaborating to set up and share more responsive forms of support on the ground is difficult. The siloed nature of university departments hinders collaboration.</p>
<p>For example, there are many language specialists in English Language Intensive Courses for Overseas Students (ELICOS) centres at universities. Universities could draw on their expertise to work with university teachers in their specific disciplines to support international students. They could help the students learn the language and literacy practices relevant to their disciplines, as well as help improve their oral and written expression. </p>
<h2>So what would work?</h2>
<p>Universities need to work towards students feeling confident about asking for help, and knowing who to talk to and where to find the right information. </p>
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<a href="https://theconversation.com/using-university-language-tests-for-migration-and-professional-registration-is-problematic-87666">Using university language tests for migration and professional registration is problematic</a>
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<p>Universities need to ensure support services are targeted to the needs of culturally and linguistically diverse students. They also need to ensure there are many types of support available to avoid a backlog that would see students giving up or not having access to the right support at the right time. This should be a core part of university business.</p>
<p>Specific strategies to promote cultural and linguistic diversity include:</p>
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<li><p>taking <a href="http://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-181">an approach</a> to teaching and learning that encourages multilingual students to use multiple languages to make sense of course content</p></li>
<li><p>establishing <a href="http://www.sussex.ac.uk/languages/people/ambassadors">language ambassadors</a> who can help newly-arrived international students navigate their new university and find services such as counselling or language supports</p></li>
<li><p>explicitly teaching cultural diversity to students and staff, offering safe spaces to unpack assumptions and biases and creating <a href="https://fyhejournal.com/article/download/196/234/196-1-1397-1-10-20140304.pdf">culturally safe institutions</a> which promote inclusive and supportive environments in both policy and practice.</p></li>
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<p>Finally, universities need to encourage and offer training to support staff to engage in these practices. Many academics and support staff come up with excellent strategies, but these are often ad hoc or isolated. Universities should also offer incentives to collaborate and showcase best practice strategies for others to use and adapt.</p><img src="https://counter.theconversation.com/content/110350/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>While international students do need baseline proficiency in English, they need support the whole way through their degrees to actually be successful.Sally Baker, Lecturer, School of Social Sciences, UNSW SydneyCaroline Lenette, Senior Lecturer, UNSW SydneyLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/876662017-11-30T19:04:52Z2017-11-30T19:04:52ZUsing university language tests for migration and professional registration is problematic<figure><img src="https://images.theconversation.com/files/197093/original/file-20171130-30931-1hg05um.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Purpose-built English language tests should be applied only to the proficiency they were built to test.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Using the International English Language Testing System (<a href="https://www.ielts.org/">IELTS</a>) to test things other than the <a href="http://www.cambridgeenglish.org/images/23135-research-notes-18.pdf">English readiness</a> of international students commencing study or training, which is what it was designed to do, is problematic. The same can be said of tests like <a href="https://www.ets.org/toefl/ibt/about">TOEFL iBT</a>, which were built for <a href="http://www.sciencedirect.com/science/article/pii/S0020748915000085">academic purposes</a>, and should only be used in that way. </p>
<p>When they are applied to other contexts, such as migration or professional registration, it reduces the validity of these tests. They may not target the right proficiency for those purposes.</p>
<p>Take driver’s licences for example. Compare a car, bus and motorcycle license: they all have the same road rules in common, but passing a car driver’s test doesn’t automatically qualify you to handle a motorcycle or drive a bus. Tests of English are similar. They often have basic commonalities, such as the road rules of grammar and basic vocabulary, but the test focus and purpose varies. </p>
<h2>IELTS scores</h2>
<p>The test was created in 1989 in response to Australia opening its tertiary sector to international students. It was first used in 1999 for skilled <a href="http://search.informit.com.au/documentSummary;dn=332480460154352;res=IELAPA">migration</a>. In 2001, it was used for general Australian <a href="https://search.informit.com.au/documentSummary;dn=065328178845270;res=IELHSS">migration</a>. Language testing to gain professional registration was already established by this time. </p>
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<a href="https://theconversation.com/english-test-for-international-students-isnt-new-just-more-standardised-85603">English test for international students isn't new, just more standardised</a>
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<p><a href="https://www.ielts.org/what-is-ielts/ielts-introduction">IELTS</a> is a standardised test. It has four sub-tests of speaking, listening, reading, and writing. It scores between 0-9, rising in 0.5 increments. </p>
<p><a href="http://www.cambridgeenglish.org/images/23132-research-notes-16.pdf">Improvement</a> on lower scores is usually much easier to achieve than at higher levels. The effort needed to improve in English from one to two is much easier to develop than that for six to seven. </p>
<p>Institutions use the overall average score and/or the sub-test scores. To get a score of seven in reading and listening sub-tests, a candidate can get about 25% of the questions <a href="https://www.ielts.org/ielts-for-organisations/ielts-scoring-in-detail">wrong</a>. You can hear big <a href="https://www.ielts.org/ielts-for-organisations/setting-ielts-entry-scores">differences</a> in speaking ability between a score of five:</p>
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<p>A score of six:</p>
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<p>And a score of seven:</p>
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<p>IELTS Academic and IELTS General Training <a href="https://www.ielts.org/about-the-test/test-format">differs</a> in the writing and reading sub-tests. The listening and speaking sub-tests are the same. The academic reading sub-test is based on three long complex texts and the writing sub-test involves writing a formal essay and writing about information in a chart/diagram. The general training reading sub-test is based on everyday written materials (such as newspapers, brochures, advertisements), and the writing sub-test involves writing a letter and writing an essay using a personal style.</p>
<h2>Misuse and misapplications</h2>
<p>Complaints about IELTS are many. Essentially, these arise from the misuse and misapplication of the test. </p>
<p>For example, currently in the UK, overseas nursing recruitment has halted because native English-speaking nurses are <a href="https://www.theguardian.com/society/2017/sep/23/nurses-language-tests-immigration-nhs">failing</a> IELTS. The first problem is that IELTS was not meant to test health care communication. It focuses on topics that have nothing to do with nursing, such as bee communication or pagoda construction. </p>
<p>Unsurprisingly, the more appropriate <a href="https://www.occupationalenglishtest.org/">Occupational English Test</a> is now being considered. It’s surprising the Occupational English Test hasn’t become the sole test used for healthcare registration, and other poor-fitting tests such as IELTS and TOEFL iBT haven’t already been removed as alternate accrediting options. The Occupational English Test is the only purpose-built test for the health care profession. </p>
<p>The second problem is IELTS was not meant for native English-speakers, who are expected to have much different linguistic skill sets to non-native speakers. This is because non-native speakers acquire English differently, more through reading and writing, and have different skills, like extensive English testing experience. On the other hand, native speakers have a lifetime of experience in English (acquired about five years of speaking and listening before learning to read and write), but less experience in being tested for their English. </p>
<p>IELTS doesn’t test for knowledge of the slang, idioms, and phrasal verbs a patient will <a href="http://www.sciencedirect.com/science/article/pii/S0020748915000619">use</a> regularly. Jargon and culturally-specific materials are <a href="http://search.informit.org/documentSummary;dn=700276679819961;res=IELHSS">edited out</a> before each IELTS test is released, yet a native speaker would easily ace a test that contained those elements. A non-native speaker would struggle. </p>
<p>Currently, the Australian government accepts the results of <a href="https://www.border.gov.au/about/corporate/information/faqs/how-can-i-prove-i-have-functional-english">a number of different independent standardised English tests</a> to establish functional, vocational, proficient, and superior categories of English language skills for migrants.</p>
<p>Now the government is <a href="http://www.border.gov.au/ReportsandPublications/Documents/discussion-papers/citizenship-paper.pdf">proposing</a> to tighten the English language requirement to screen certain types of migrants, such as refugees, for citizenship. They would require an IELTS score of six, but it’s unclear whether they will be using IELTS Academic or IELTS General Training which is much easier to pass.</p>
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Read more:
<a href="https://theconversation.com/english-language-bar-for-citizenship-likely-to-further-disadvantage-refugees-76520">English language bar for citizenship likely to further disadvantage refugees</a>
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<p>The IELTS organisation has not officially disapproved of the use of the test beyond its original purpose. It comments on recommendation test <a href="https://www.ielts.org/ielts-for-organisations/setting-ielts-entry-scores">scores for study</a>, but is quiet on its use for migration or work purposes. But, at least one of the IELTS <a href="http://www.pc.gov.au/__data/assets/pdf_file/0011/190379/sub016-migrant-intake.pdf">original designers</a> has openly objected to it.</p>
<p>We should find alternatives which might better test proficiency for each specific purpose. This could include successfully completing an English course, looking at alternative tests which focus on general proficiency (no academic component), or building a new test.</p><img src="https://counter.theconversation.com/content/87666/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Amanda Muller does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Using purpose-built English language tests for purposes other than what they were created to test reduces the validity of these tests.Amanda Muller, Senior Lecturer (Nursing English), Flinders UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/856032017-11-20T19:13:47Z2017-11-20T19:13:47ZEnglish test for international students isn’t new, just more standardised<figure><img src="https://images.theconversation.com/files/191336/original/file-20171023-545-rq78s6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Many English providers already meet the "new" standards.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><hr>
<p><em>Since it was introduced in the 1800s, standardised testing in Australian schools has attracted controversy and divided opinion. In this <a href="https://theconversation.com/au/topics/standardised-testing-series-46310">series</a>, we examine its pros and cons, including appropriate uses for standardised tests and which students are disadvantaged by them.</em></p>
<hr>
<p>International students’ English language skills is a perennial topic for debate. A number of <a href="https://internationaleducation.gov.au/Regulatory-Information/Education-Services-for-Overseas-Students-ESOS-Legislative-Framework/ELICOSnationalstandards/Pages/Default.aspx">changes</a> were <a href="https://ministers.education.gov.au/birmingham/address-australian-international-education-conference-hobart">announced</a> by Education Minister Simon Birmingham in early October. There has been some confusion about these changes in the media, which deserve clarification. </p>
<h2>No new tests, just new standards</h2>
<p><a href="http://www.theaustralian.com.au/higher-education/new-english-test-will-help-not-harm-inbound-education-market/news-story/e3f51b761491885f80c418dc29a4174b">The</a> <a href="http://thenewdaily.com.au/news/national/2017/10/12/simon-birmingham-university-international-students-english-test/">press</a> has reported that international students who have completed an English studies course will now have to pass a new English test for entry into university courses. On <a href="https://ministers.education.gov.au/birmingham/interview-abc-am-sabra-lane-6">ABC AM</a>, the tests were also portrayed as being a new, additional measure. In fact, there is no further standardised testing being implemented by the government, but rather a change in regulation.</p>
<p>Simon Birmingham has not corrected this misconception. In response, English Australia (a national body for English language providers) produced a <a href="https://gallery.mailchimp.com/674a707bc4763b1bb4a9f32fa/files/4bf92a1e-1679-4627-a474-73a7dd4d187b/Peak_body_statement_re_ELICOS_Standards.pdf">media release</a> to reassure potential international students that there is, in fact, no additional testing involved. </p>
<p>What has changed, however, is <a href="https://www.legislation.gov.au/Details/F2017L01349/Explanatory%20Statement/Text">Standard P4</a>, where English providers must each set their own formal measures showing that their outcomes match related pathways to university programs. Many English providers currently meet these requirements and engage in assessment using informal standardised English tests, benchmarking against other English providers, and (for the best providers) tracking students at university to verify the effective preparation of those students. The new guidelines have been made in direct consultation with the English language provider industry.</p>
<p>The expansion of the regulatory standards to the vocational sector is interesting, since <a href="https://www.legislation.gov.au/Details/F2017L01349/Explanatory%20Statement/Text">it now applies to</a>: </p>
<blockquote>
<p>“all courses provided, or intended to be provided, to overseas students that are solely or predominantly of English language instruction.” </p>
</blockquote>
<p>Previously, VET English courses did not have to maintain a class size of 18 or less, nor did they have to provide a minimum of 20 hours per week face-to-face class time. This is important because VET English courses can be used as a pathway into university, and the different practices means students have different English outcomes. Students with lower English skills have a lesser ability to engage with higher-level language required for study. </p>
<p>The changes will not, however, affect foundation programs that focus on academic skills, with a lesser focus on language skills teaching.</p>
<h2>The problem with short courses</h2>
<p>One issue these changes do not address is the pressure English providers are under to produce students with proficient English in short periods of time. A quality ELICOS provider that tracks the outcomes of their students may offer a course that takes 15-20 weeks, whereas another provider might offer a similar 10-week course elsewhere. Universities will accept both. There is <a href="https://www.ieaa.org.au/documents/item/54">no standardised framework</a> to establish equivalence. The market favours the shortest course for the quickest university enrolment. </p>
<p>These short courses base their educational approach on the idea that it takes 10 weeks of intensive study to improve English by a certain amount, specifically an increase of 0.5 on the <a href="http://www.ielts.org">IELTS</a> English test (scores range from 0 to 9). University students are usually required to have IELTS 6.0-7.0, depending on the course. </p>
<p>Often, students go to an English provider until they achieve an equivalent level of English to IELTS 6.0-7.0, but note that their levels are determined internally by the ELICOS provider itself, and the student can then go to university without being tested independently. The new ELICOS standards place greater accountability on English providers, since now they need to have <a href="https://www.legislation.gov.au/Details/F2017L01349/Explanatory%20Statement/Text">formal processes</a> to show that their student outcomes are of a similar quality to other measures or pathways used for tertiary admission. This step towards standardising, however small, is welcome, because it should reveal differences in outcomes for different types of English course. </p>
<p>This change may make ELICOS providers take into account that students get very different <a href="https://www.ielts.org/teaching-and-research/research-reports/volume-04-report-6">results</a> in 10-12 weeks. This depends on how proficient students already are when they start the English course. Low levels of English can be improved rapidly, but this slows as IELTS scores become higher, especially approaching university-level English. This effect continues for international students who go on to undertake university study. By the end of their degrees, some students will have no change or even a lower IELTS score than when they <a href="https://www.ielts.org/teaching-and-research/research-reports/volume-13-report-2">started</a> university: none seem to improve by more than 1.0 in their scores, even after three years. </p>
<h2>Sink or swim</h2>
<p>When reading media articles such as <a href="http://www.couriermail.com.au/news/opinion/opinion-foreign-university-students-with-poor-english-drag-down-grades-of-australian-classmates/news-story/ebe59aadc10df1f4726db3d20827b0ec">this</a>, people may wonder how international students are even allowed into university if their English is not adequate. </p>
<p>It is true that universities have traditionally allowed students to enrol at a level of English where the IELTS test makers <a href="https://www.ielts.org/ielts-for-organisations/setting-ielts-entry-scores">state</a> “more English study is needed”. The university’s IELTS levels are then used as a <a href="http://www.flinders.edu.au/international-students/study-at-flinders/entry--and-english-requirements/">benchmark</a> for other university entry methods, such as ELICOS, and to set scores on comparable English tests (such as <a href="https://www.ets.org/toefl">TOEFL</a>). </p>
<p>Students who need to develop their English further will either sink or swim. Many students swim and tread water, but we hear a lot about those who sink, and some are driven to <a href="https://theconversation.com/australian-unis-should-take-responsibility-for-corrupt-practices-in-international-education-40380">cheat</a>. The changes in regulation do not deal with these issues.</p>
<p>Commissioning research on how long it actually takes for students at different levels of English to be ready for university study might be useful. This would provide the ELICOS sector with a realistic idea of how long their courses need to be, and the universities with a better understanding of how much preparation should be expected. </p>
<p>Universities, study agents, and overseas students also need to be made aware of how important it is to have solid English skills for university study and to become competitive in the workforce. This may help all parties understand that extra time spent on English language study may make all the difference for the future.</p><img src="https://counter.theconversation.com/content/85603/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Amanda Muller does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Contrary to some reports, there is no new English language test for international students - the government is simply expanding standards already being met by most providers.Amanda Muller, Senior Lecturer (Nursing English), Flinders UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/765202017-04-24T21:55:04Z2017-04-24T21:55:04ZEnglish language bar for citizenship likely to further disadvantage refugees<figure><img src="https://images.theconversation.com/files/166396/original/file-20170424-24654-1oq9mss.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Prime Minister Malcolm Turnbull has proposed tougher language requirements for new citizenship applicants.</span> <span class="attribution"><span class="source">Lukas Coch/AAP</span></span></figcaption></figure><p>Citizenship applicants will need to demonstrate a higher level of English proficiency if the <a href="http://www.border.gov.au/ReportsandPublications/Documents/discussion-papers/citizenship-paper.pdf">government’s proposed changes</a> to the Australian citizenship test go ahead. </p>
<p>Applicants will be required to reach the equivalent of Band 6 proficiency of the International English Language Testing System (IELTS).</p>
<p>To achieve <a href="https://www.ielts.org/ielts-for-organisations/ielts-scoring-in-detail">Band 6</a>, applicants must correctly answer 30 out of 40 questions in the reading paper, 23 out of 40 in the listening paper, and <a href="https://www.ielts.org/about-the-test/test-format-in-detail">the writing paper</a> rewards language used “accurately and appropriately”. If a candidate’s writing has “frequent” inaccuracies in grammar and spelling, they <a href="https://www.ielts.org/-/media/pdfs/writing-band-descriptors-task-1.ashx?la=en">cannot achieve Band 6</a></p>
<p>Success in IELTS requires proficiency in both the English language, and also understanding how to take - and pass - a test. The proposed changes will then make it harder for people with fragmented educational backgrounds to become citizens, such as many refugees.</p>
<h2>How do the tests currently work?</h2>
<p>The current citizenship test consists of 20 multiple-choice questions in English concerning Australia’s political system, history, and citizen responsibilities. </p>
<p>While the test does not require demonstration of English proficiency per se, it acts as an indirect assessment of language. </p>
<p>For example, the question: “Which official symbol of Australia identifies Commonwealth property?” demonstrates the level of linguistic complexity required. </p>
<p>The IELTS test is commonly taken for immigration purposes as a requirement for certain visa categories; however, <a href="http://www.pc.gov.au/__data/assets/pdf_file/0011/190379/sub016-migrant-intake.pdf">the designer of IELTS</a> argues that IELTS was never designed for this purpose. <a href="http://www.tandfonline.com/doi/abs/10.1080/01596306.2016.1199527?journalCode=cdis20">Researchers have argued</a> that the growing strength of English as the language of politics and economics has resulted in its widespread use for immigration purposes.</p>
<h2>Impact of proposed changes</h2>
<p>English is undoubtedly important for <a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1473-4192.2008.00191.x/abstract">participation in society</a>, but deciding citizenship based on a high-stakes language test could further marginalise community members, such as people with refugee backgrounds <a href="https://www.theguardian.com/australia-news/2017/apr/21/refugees-will-be-hardest-hit-by-changes-to-australias-citizenship-test-experts-say">who have the greatest need for citizenship</a>, yet lack the formal educational background to navigate such tests. </p>
<p>The Refugee Council of Australia <a href="https://www.refugeecouncil.org.au/latest/older-refugees-have-most-to-lose-from-citizenship-changes/">argues</a> that adults with refugee backgrounds will be hardest hit by the proposed language test. </p>
<p><a href="http://www.border.gov.au/Citizenship/Documents/2014-15-snapshot-report.pdf">Data</a> shows that refugees are both more likely to apply for citizenship, and twice as likely as other migrant groups to have to <a href="http://apo.org.au/node/6194">retake the test</a>.</p>
<h2>Mismatched proficiency expectations</h2>
<p>The Adult Migrant English Program (AMEP), where many adult refugees access English learning upon arrival, expects <a href="https://www.education.gov.au/adult-migrant-english-program">only a “functional” level of language proficiency</a>. </p>
<p>For many adult refugees – who have minimal first language literacy, fragmented educational experiences, and limited opportunities to gain feedback on their written English – “competency” may be prohibitive to gaining citizenship. This is also more likely to impact <a href="http://journals.sagepub.com/doi/abs/10.1177/1440783314536792">refugee women</a>, who are less likely to have had formal schooling and more likely to assume caring duties. </p>
<h2>Bar too high?</h2>
<p>The challenges faced in re/settlement contexts, such as pressures of work and financial responsibilities to extended family, often combine to make <a href="http://journals.sagepub.com/doi/abs/10.1177/000494411205600203">learning a language difficult</a>, and by extension,
<a href="https://eprints.usq.edu.au/27724/">prevent refugees from completing the citizenship test</a>. </p>
<p>Similar patterns are evident with IELTS. Nearly half of <a href="https://www.amnesty.org/en/latest/news/2015/10/global-refugee-crisis-by-the-numbers/">Arabic speakers</a> who took the IELTS in 2015 <a href="https://www.ielts.org/teaching-and-research/demographic-data">scored lower than Band 6</a>. </p>
<p>There are a number of questions to clarify regarding the proposed language proficiency test:</p>
<ul>
<li><p>Will those dealing with trauma-related experiences gain exemption from a high-stakes, time-pressured examination? </p></li>
<li><p>What support mechanisms will be provided to assist applicants to study for the test? </p></li>
<li><p>Will financially-disadvantaged members of the community be expected to pay for classes/ materials in order to prepare for the citizenship test? </p></li>
<li><p>The IELTS test costs A$330, with no subsidies available. Will the IELTS-based citizenship/ language test attract similar fees? </p></li>
</ul>
<p>There are also <a href="http://www.palgrave.com/gp/book/9780230576339">questions</a> about the fairness of requiring applicants to demonstrate a specific type and level of English under examination conditions that is not required of all citizens. Those born in Australia are not required to pass an academic test of language in order to retain their citizenship. </p>
<h2>Recognising diversity of experiences</h2>
<p>There are a few things the government should consider before introducing a language test:</p>
<p>1) Community consultation is essential. Input from community/ migrant groups, educators, and language assessment specialists will ensure the test functions as a valid evaluation of progression towards English language proficiency. The government is currently <a href="http://www.border.gov.au/about/reports-publications/discussion-papers-submissions">calling for submissions</a> related to the new citizenship test.</p>
<p>2) Design the test to value different forms and varieties of English that demonstrate progression in learning rather than adherence to prescriptive standards. </p>
<p>3) Provide educational opportunities that build on existing linguistic strengths that help people to prepare for the test.</p>
<p>Equating a particular type of language proficiency with a commitment to Australian citizenship is a complex and ideologically-loaded notion. The government must engage in careful consideration before potentially further disadvantaging those most in need of citizenship.</p><img src="https://counter.theconversation.com/content/76520/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Sally Baker has received funding from The Office for Learning and Teaching for a project entitled '(Re)claiming social capital: improving language and cultural pathways for refugee students into Australian Higher Education' (ID15-4758) with Macquarie University and Curtin University
</span></em></p><p class="fine-print"><em><span>Rachel Burke does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Refugees are both more likely to apply for citizenship, and twice as likely as other migrant groups to have to retake the test.Sally Baker, Research Associate, Centre of Excellence for Equity in Higher Education, University of NewcastleRachel Burke, Lecturer, University of NewcastleLicensed as Creative Commons – attribution, no derivatives.