Grammar Error Strike Hard: Language Proficiency Testing of Hong Kong Teachers and the Four "Noes".

Glenwright, Phil

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - EJ687974

Title: Grammar Error Strike Hard: Language Proficiency Testing of Hong Kong Teachers and the Four "Noes"

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	Grammar Error Strike Hard: Language Proficiency Testing of Hong Kong Teachers and the Four "Noes"
Authors:	Glenwright, Phil
Descriptors:	Foreign Countries; Language Usage; Educational Practices; Testing; Teacher Education; Language Proficiency; Language Planning; English (Second Language); Language Tests; Power Structure
Source:	Journal of Language, Identity, and Education, v4 n3 p201-226 Jul 2005
More Info: Help Peer Reviewed:	Yes
Publisher:	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Publication Date:	2005-07-01
Pages:	26
Pub Types:	Journal Articles
Abstract:	This article first reviews important issues of language, power, and testing. It then examines in critical fashion a particular instance of the use of language testing by the Hong Kong government, namely, the Language Proficiency Assessment for Teachers (LPAT). Treating the LPAT developments as a form of narrative rather than debate, it presents analysis through a context-events-problem-solution-evaluation discourse sequence that perpetuates nonresolution. This procedure permits ongoing reference to and evaluation of the political, educational, and language setting, the schizophrenic position of English, government language policy documentation, the test itself, and media coverage of the results. It indicates the detrimental effects of the LPAT for test-takers, for learning, and for the community at large, advancing and justifying some alternatives and explaining why such lines of resistance lie beyond the purview of most teacher victims. It concludes that the LPAT examination should be heeded both as an early sign of increasingly illiberal political tendencies and as a warning example of bad educational practice. Key words: Hong Kong, language and power, discourse of crisis, falling standards, teacher language proficiency; benchmarking, teacher education
Abstractor:	Author
Reference Count:	0

Note:	N/A
Identifiers:	N/A
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1534-8458
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://www.leaonline.com

Back to Search Results