The EF English Proficiency Index as an international large-scale assessment: a critical cultural political economy perspective

Abstract

ABSTRACT This paper employs a Critical Cultural Political Economy of Education perspective to examine how, why, and to what effect the English proficiency rankings of a for-profit edu-business acquire the authority often granted to international large-scale assessments. Analysing the EF English Proficiency Index in the context of Ecuador illustrates how the global trend to quantify and compare outcomes can impact an area of education not directly touched by traditional large-scale tests. I argue that this index disseminates a falsely objective negative judgement of Ecuador’s English proficiency, and advances private interests under the guise of a quest for improvement and social good.