Abstract
This chapter discusses how a narrative approach can be used to investigate the key constructs of language, culture, identity, and learner beliefs about English language testing. With the globalisation of English and its spread in use, there is a need for a reliable means of assessing English language proficiency. Governments, employers, professional bodies, and educational institutions rely on large-scale international tests to provide them with English language proficiency information. The chapter features participants preparing to take the International English Language Testing System (IELTS), a high-stakes test of English language proficiency largely taken for the purposes of immigration and entry into tertiary academic institutions.
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