Culturally sensitive and equitable assessment of oral english for overseas‐qualified teacher trainees

Abstract

This paper reports on some aspects of a research study undertaken by the writer to develop both an oral testing procedure to assess the communicative competence in English of prospective teacher trainees of NESB and a language and cultural support program for successful applicants. It argues that appropriate instruments that are culturally sensitive and accommodating of difference should be used to assess the communication skills of prospective teacher trainees, and that language and cultural support should be provided on course. Their development and provision is a matter of educational equity. It focuses on the rationale for testing and support, the principles underpinning test design, the criteria against which oral performance is assessed, the features of the oral test and a discussion of the relationship between selection tests and on‐course support. Although the paper emphasizes test development, it argues that an important factor in learning to be a teacher is an understanding of the culture of education in Australia, and that this can only be acquired by learning and teaching in Australian educational settings. Support is needed to permit teacher trainees to navigate between two cultures, becoming lost in neither, and valuing both.