The Consequences of Migration Tests on Low-Literate Adult Migrants: Teacher Opinions in 20 European Countries

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Objectives While more and more European countries have introduced language and knowledge of society (KoS) requirements for entry, residency and citizenship (Rocca et al., 2020), we still have limited knowledge about the consequences of such requirements on those affected by them. Prior research indicates that different groups of migrants are differently affected, and that for adult migrants with little prior schooling and low levels of literacy (hereafter LESLLA-learners) these requirements represent considerable barriers on their path to integration (van Oers, 2010, 2014). In this study we will present the results of a survey conducted among LESLLA teachers (n >1000) in 20 European countries. The survey focused on teachers’ perceptions of the impact of a language test on LESLLA learners. This study is part of a larger international research project, and the teacher survey data will be supplemented by LESLLA learners’ test scores as well as interviews with both LESLLA learners and teachers in different European countries. Theoretical Framework Critical language testing (CTC), building on the definition of validity as presented by Messick in a series of publications in the 80s and 90s, highlights the importance of addressing questions of how language tests are used, and misused, and how they impact test takers (Shohamy, 2001, 2017; McNamara and Roever, 2006). Our study is placed within the framework of CTC and as such, rooted in the values of social justice and non-discrimination. Data Sources & Methods An electronic questionnaire was constructed in SurveyXact, translated into six European languages (English, French, Greek, German, Italian, Norwegian, and Spanish), piloted, analyzed, revised and finally forwarded to language teachers of adult migrants. In this paper we discuss the construction and validation of the questionnaire (principal component analysis and Rasch analysis), as well as key findings based on the responses of more than 1000 teachers. We will use a multiple logistic regression model to determine the link between teacher perceptions and policy context. Findings & Scholarly Significance The results presented in our paper, consist of the outcome of the validation process, as well as of teachers’ responses. We will first present the results and analyses of the pre-testing of the questionnaire (n=100) as well as of the final version (n=1000). Thereafter we will present the overall outcome of the questionnaire focusing particular attention to 1) differences between teachers of LESLLA learners vs. teachers of learners with higher levels of education, 2) differences between teachers of different European countries (strict vs. lenient requirement policies/different geographic areas (North-South/East-West). It is our aim that the study will contribute to a better understanding of how formal requirements impact the lives, opportunities and feelings of belonging of the group of adult migrants who because of their lack of educational opportunities earlier in life, are severely challenged when tests are used as gatekeepers to residency, family reunification and citizenship.