Materializing Assessment: Spatial Repertoires and Dialectic Proficiency in Oral English Proficiency Examinations for International Teaching Assistants in the US

Autor/inn/en	Sok, Sarah; Du, Qian; Lee, Jerry Won
Titel	Materializing Assessment: Spatial Repertoires and Dialectic Proficiency in Oral English Proficiency Examinations for International Teaching Assistants in the US
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 6, S.734-754 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sok, Sarah) ORCID (Du, Qian) ORCID (Lee, Jerry Won)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1778629
Schlagwörter	Oral Language; Language Tests; English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Foreign Students; Graduate Students; Teaching Assistants; Bilingualism; Multilingualism; STEM Education; Semiotics; Pronunciation; Test Construction; Audio Equipment; Video Technology; Intelligibility; State Universities; Scoring Rubrics; Transcripts (Written Records); Dialects; Language Variation; Standard Spoken Usage; Teacher Student Relationship; International English Language Testing System; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bilingualismus; Mehrsprachigkeit; Multilingualismus; STEM; Semiotik; Aussprache; Testaufbau; Audio-CD; Staatliche Universität; Scoring formulas; Auswertungsbogen; Dialect; Dialekt; Sprachenvielfalt; Gesprochene Sprache; Umgangssprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Language tests; Englisch
Abstract	Various examinations are administered at universities across the US as a means of assessing bilingual/multilingual international teaching assistants' (ITAs') proficiency in spoken English before they are permitted to teach. While such exams are taken by students in a range of academic disciplines, recent research suggests that communicative success in academic disciplines such as STEM is more accurately understood through a materialist, as opposed to structuralist, orientation to competence. According to this orientation, communication is not contingent on autonomous competence in standardized English but instead on transcultural dispositions along with the strategic use of semiotic resources and spatial repertoires. In this paper, we provide a focused analysis of one university's Test of Oral English Proficiency (TOEP), which was recently redesigned in alignment with a materialist orientation to competence (e.g. through greater consideration for materiality, embodiment, and performativity). Through an analysis of audio and video recordings from the TOEP, this article demonstrates that a materialist orientation to competence can be actualized through a paradigm of assessment that accounts for the mutual negotiation of proficiency between speaking and listening subjects, or what we refer to as materializing assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01