Ten Years on: The Hong Kong Language Proficiency Assessment for Teachers of English (LPATE)

Autor/inn/en	Coniam, David; Falvey, Peter
Titel	Ten Years on: The Hong Kong Language Proficiency Assessment for Teachers of English (LPATE)
Quelle	In: Language Testing, 30 (2013) 1, S.147-155 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532212459485
Schlagwörter	English Teachers; Elementary School Teachers; Secondary School Teachers; Language Tests; Language Proficiency; English (Second Language); Teacher Competency Testing; Test Reliability; Test Validity; Test Bias; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Elementary school; Grundschule; Volksschule; Language test; Sprachtest; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Testreliabilität; Testvalidität; Testkritik; Ausland; Hongkong
Abstract	The "Language Proficiency Assessment for Teachers of English" (LPATE) is a test of standards of English language ability for Hong Kong primary and secondary school teachers of English. The impetus for the creation of the LPATE arose, in 1996, because of concerns in business and education communities over falling English language standards among teachers in Hong Kong, supported by evidence from Tsui, Coniam, Sengupta and Wu (1994) that less than 20% of English language teachers were both subject and professionally trained. Although there is no hard evidence yet that English language teachers standards have risen (Drave, 2006), it is likely that LPATE has had some effect in part, because of the necessity for non-English majors to establish their competency, in part because of the requirement for all teachers of English to be degree holders and reach required minimum standards (which has had a substantial, positive effect on the primary sector in particular), and also in part through the loss to the profession (through attrition, retirement, personal decision, etc.) of teachers whose English may have been less tha n optimal. The question of how far teacher competency equates with improved levels of English in students in the English language teaching context, is, however, still an empirical question that deserves further investigation. (Contains 2 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10