Plenary Speakers

What do you see as the main challenges of linguistic diversity in Europe?

There are many including the dominance of the major languages of communication (in particular English) and the cultural and indeed psychological impact of this on communities and individuals, and the generally marginalized position of what are commonly described as regional, minority and ‘immigrant’ languages which not only has social but also economic consequences. There are also the challenges to our education system of developing a pedagogy for plurilingualism among a heterogeneous school population and, more broadly, the still unimaginable impact of electronically mediated communication – what David Crystal has described as the ‘genuinely multilingual internet age’.  It sometimes seems that we are struggling to understand this future by using an ancient paradigm (serial monolingualism), and that there is an enormous gap between political and educational priorities, technological possibilities and the realities of communication. We need – and in my view have not yet found – a new model for the future.

What, in your view, are the pedagogical implications of the multilingual city? We recently carried out a review of European policies on multilingualism, and one of our clearest conclusions was that in order to understand the future we need to understand the current reality of our multilingual cities.  They are the locus for multilingualism in all its functions and provide the space where new realities are able to develop.  Their importance is actually broader than pedagogy, but in terms of pedagogy it is to the cities that we can look for the development of new kinds of learning – informal as well as formal, and including a wider range of languages and a new emphasis on plurilingualism and interculturality.   There are many difficulties of course, but the future is there for us to understand and support, of that I am convinced.

What are the key issues that you would like to see discussed at the ALTE 5th International Conference?

Currently we are experiencing unprecedentedly complex mobility and we need to examine its impact on our increasingly diverse societies. In this context there is a need not only for linguistic competences but also for intercultural competence and understanding – and indeed a better grasp of the ways in which these will be acquired or evaluated. There is also the issue of English as a lingua franca and the effects of this on our great aspiration for diversity and mutual respect and understanding.

Why is it important for you to attend the ALTE 5th International Conference? From a personal perspective, what are you looking forward to most about the event?

This will be my third ALTE international conference and as someone whose background has been more in pedagogy and (lately) policy than testing, it has been important to keep abreast of what is going on in the testing and assessment field.  This is particularly so when the issue of competency assessment becomes increasingly significant in terms of key policy areas.  So I am looking forward to some lively and challenging debate, and also the opportunity to meet some old friends and some interesting people that I don’t yet know.

From a professional perspective, what can delegates gain from attending the Conference?

I hope we will have the opportunity to hear interesting speakers who will either confirm or clarify some of the issues we are beginning to articulate, or challenge some long held ideas which have been part of accepted wisdom for too long – and ideally will do both. There will also be opportunities to learn about new developments in the field, but in my experience, one of the main opportunities a conference brings is the chance to talk and debate with colleagues from many different backgrounds.

The multilingual dream of “unity in diversity” is a noble aspiration which has been at the heart of European language policy since the 1980s. In reality this aspiration seems threatened by the predominant role of English. This is reflected in the practices and to a large degree the policy discourses of such multilingual institutions as the European Union itself.

Yet there is another reality which portrays our societies as becoming more, not less diverse. The apparent dominance of English is actually restricted to certain, relatively elite, groups. At the same time the use of a wide range of languages for communication, for example, on the internet, is growing not diminishing. Paradoxically, this too could be a challenge to the multilingual dream - not true old multilingualism but a series of parallel monolingualisms, the recreation of Babel.

What seems clear is that the 20th century conception of a gradual linear acquisition of languages as distinct entities - the ‘mother tongue plus 2’ formula - is now inadequate. What we are seeing instead is the growth of more complex linguistic identities and repertoires which require a refocusing of the debate from the concept of language to the role of the communicative individual or community. A key terrain for this new paradigm will be the Cosmopolis - the multilingual, multicultural city which is both responding to and driving change. Major questions which as yet have no clear answers will be how such a complex reality can be supported by educational systems and how the dominant position of English can help rather than hinder this process.

What do you think would be the best way to respect linguistic diversity at local, national and European levels?

I think that, too often, in European gatherings, English plays the role of “default language” although it may not be a genuine lingua franca, i.e. not properly understood beyond a superficial level. Interpreting is expensive and organisations are short of money but I am concerned that many European organisations limit themselves in terms of the opinions they canvass because, increasingly, they only have access to the views of English speakers (including L2s). The case for linguistic diversity is not put strongly enough to member states by the European organisations. Governments do not appear to understand the advantages conferred by a multilingual society whose linguistic diversity is cherished. More could be done at both national and local level to promote the concept of plurilingualism, which, although well known to language professionals, is alien to many people, despite the fact that it really reflects what is the linguistic reality for most Europeans. Much has been written on diversity as a resource of enormous importance for educational improvement. In many countries, this valuable resource remains untapped.

What, in your view, are the practical implications of teaching and testing for a multilingual Europe?

It is difficult to answer this question in a few short sentences. Teaching for a multilingual Europe poses many challenges internationally, nationally, locally and in the classroom, not least of which is the initial investment in well trained, competent teachers. Teaching for multilingualism has implications for teacher training, for curriculum development, for a more integrated approach in curricula as competition for precious classroom time increases. We could learn from Canada, a country which cherishes multilingualism. The CEFR allows for comparability and transparency in testing, a defining part of its raison d’être. More could be done, on the part of European states, to emphasise this comparability. For lesser used languages, particularly minority or minorised languages, good teaching and testing constitute a lifeline.

What are the key issues that you would like to see discussed at the ALTE 5th International Conference?

There are four key issues:

• The work of ALTE, in using the Common European Framework of Reference for Languages for assessment, has been instrumental in the development of valid and reliable tests for most of the official languages of Europe. In the case of my own language, Irish, membership of ALTE has not only been invaluable in the development of our tests but has ensured that the tests do what they claim to do. It is important that less widely used languages be seen to be adhering to the highest standards in both teaching and assessment.  I do wonder, however, about the sometimes arbitrary nature of tests which claim to be aligned to the levels of the CEFR offered by bodies who are not members of ALTE. Could this issue be tackled by ALTE or could national governments be prevailed upon to ensure correct use of the CEFR?
• Given recent lobbying to exempt native speakers of English from the requirement to have an ability in two additional European languages in order to work for the European Commission, and the danger that it might eventually be granted, I would like to see this topic discussed at the conference and a statement issued on the matter, if that were considered appropriate.
• I would like clarification on the two languages plus mother tongue aspiration. I have heard different interpretations of this: it appears that it does not take into account countries with more than one official/mother tongue. In the interest of the promotion of language diversity, clarification would be useful.
• Testing smaller groups.

Why is it important for you to attend the ALTE 5th International Conference? From a personal perspective, what are you looking forward to most about the event?

Firstly, the theme of the conference is one which is close to my heart. Paradoxically, while globalisation has resulted in an ever-increasing presence of English in many parts of the world, in many ways it has also empowered less widely used languages; the Internet has served to facilitate contact between members of these language communities, however far apart. Notwithstanding this, many less widely used languages in the world now fall into the “endangered” category, as there is rarely a strong economic imperative to speak them, so it is vital that organisations such as ALTE continue to promote language diversity and plurilingualism. A truly multilingual society esteems all languages.

I am also looking forward to hearing the other plenary speakers, some of whom I have heard before and whose work is inspirational, and who will give us new perspectives on the work we do.

From a personal point of view, I always enjoy the interaction with ALTE colleagues working in and on different languages, something which motivates me in my work and encourages me to explore new ideas on returning home. The International Conference also allows for interaction with colleagues from beyond Europe, which is very enriching. 

 From a professional perspective, what can delegates gain from attending the Conference?

Aside from the obvious benefit of learning from experts in the field, interaction with colleagues working at the coalface, sometimes in similar sociolinguistic situations, sometimes not, and the sharing of  ideas, advice and moral support are, in my opinion, equally valuable.

Despite the stated objective of the European Union that all countries should aspire to a knowledge of "mother tongue plus two" (additional languages), multilingualism in Official Europe is in something of a crisis. In most European countries, learning a foreign language now means learning English, with the status of other European languages increasingly displaying features of their traditionally minoritised counterparts.

In parallel, the language problem in Anglophone countries is particularly serious: slipping educational standards, the position of English as a lingua franca, and consequent poor motivation have conspired to diminish the foreign language capacity of these countries, as evidenced in the four-yearly Eurobarometer surveys. In addition to the obvious losses to their economies, this foreign languages deficit has serious implications for full participation in the European project at a time of increasing cynicism regarding the direction the latter has taken over the last few years.

This paper will argue that this new European diglossia must be addressed as a matter of urgency. A first step should be more meaningful language assessment practices. Currently, a language degree tells us nothing about the language ability of the holder. In the United States, the language levels of both language undergraduates and postgraduates of some universities are assessed externally and described according to the ACTFEL levels. Here in Europe, the Common European Framework of Reference for Languages (CEFR) is ideally suited to this purpose but only if its use is monitored at national and European level.

How important is it for language testing bodies to have a Code of Ethics?

A code of Ethics is undoubtedly important because it is used to offer language testers a guide for good professional conduct and it can help protect the interests of test-takers, test users, and other stakeholders. There is a Code of Ethics for international testing bodies such as ALTE and ILTA. At the moment, there is no Code of Ethics for testing bodies in my county, nor, to my knowledge, has one been developed elsewhere in Asia. The absence of a Code of Ethics for language testing bodies in Asia doesn’t mean that ethical concerns are neglected here. Personally, I think this is due to the fact that there is no association of language testers in Asia such as ALTE in Europe, which organizes resources and facilitates the development of such an important document. Given the power of tests and the potential for their misuse, ethical standards are becoming more important than ever for language testing professionals in Asia. Therefore, it is perhaps time for language testers in Asia to consider developing a Code of Ethics.

What particular benefits do you think Asian delegates can gain from attending the ALTE 5th International Conference?

Language assessment has been gaining importance in Asia due to the force of globalization. Particularly, more and more countries in Asia have begun to map their language assessments against the CEFR. Therefore, by participating in the ALTE conference, to the Asian delegates who are specifically interested in the CEFR can learn how it has been used to enhance language teaching, learning, and testing in Europe. As I mentioned earlier, unlike in Europe, language testing in Asia still lacks a Code of Ethics. Therefore, with a view towards developing a Code of Ethics for language testing bodies in Asia, delegates can also benefit from presentations and discussions on social consequences of testing, including the issues of ethics and fairness, at the 5th ALTE International Conference.

What are the key issues that you would like to see discussed at the ALTE 5th International Conference?

The theme of multilingualism chosen for this conference is of global relevance. Although English has long been considered an indispensible foreign language to learn in my country (Taiwan), the drive to cultivate learners’ multilinguistic competences has begun in recent years. As a result, there is an increasing need for assessing multilinguistic competences. Therefore, I’d look forward to the discussions of issues in promoting multilingualism and assessing multilinguistic competences, including some case studies.

Why is it important for you to attend the ALTE 5th International Conference? From a personal perspective, what are you looking forward to most about the event?

The first ALTE Conference that I attended was in Berlin in 2005. It was an enriching and valuable learning experience as it provided me with a great opportunity to hear insights from leading figures in the field of language testing and to meet colleagues from other testing bodies. However, at ALTE 2014, apart from being a delegate from a language testing organization in Taiwan, I will also give a plenary address in which I will talk about how issues related to test fairness and quality are addressed in my country and in other EFL contexts in Asia. I feel it is very meaningful for Asian voices to be heard at the ALTE International Conference and I feel very excited about being one of the voices and sharing experiences and practices in language testing in Asia with colleagues and friends from different parts of the world. What I most look forward to is meeting old friends and getting to know new friends at the conference. It is the exchanges between different cultural and social contexts that make the ALTE Conference such a unique and meaningful event for the global language assessment community.

From a professional perspective, what can delegates gain from attending the Conference?

There are many benefits, but I will highlight just three of them. First, delegates can learn from the wide range of insights and perspectives contributed by the diverse and international nature of both delegates and speakers in the language testing community. Second, they can expand their professional and social network through interactions with delegates of many different backgrounds, including academics, policy makers, practitioners, researchers, etc. Third, their professional growth will in return benefit their testing organization and society.

Although objective testing originated and was developed in ancient China, today’s English language assessment in China and other Confucian-heritage cultures in Asia, such as Taiwan, Japan, and Korea, has been heavily influenced by Western testing theories. Unlike generic international language tests that are intended to suit test-takers around the world, the English language tests developed in the Asian EFL domain are tailored to the specific educational systems and the changing contexts of test use within those territories. Also, these locally-produced tests are often high-stakes examinations conducted on a very large scale. This results in challenges of ensuring test fairness and quality, especially given the presence of various constraints such as tight schedules for development and operation, and limited resources. Taking a fuller account of social and cultural contexts, this talk will also provide examples of the GEPT (The General English Proficiency Test) practice in Taiwan in relation to fairness and quality, while in the broader sense embedding these two concepts in validity arguments. In addition, this talk will discuss the continuing efforts of testing bodies in Asia to share information with one another about their attempts to ensure test quality and fairness. To conclude, this talk will suggest that while language testers in both the West and the East face similar problems in language assessments and though they may adopt different methods to achieve their common goal, they have the same responsibility to achieve fairness and quality. It is hoped that through the efforts and experience of its practitioners, the testing practice in the Asian context can have a positive impact on the revision of international standards or codes of practice.

The Pearl River Delta, stretching from Macau and Hong Kong at the mouth of the Pearl River to the inland city of Guangzhou, is where most of the 'Made in China' goods, now so familiar in all parts of the world, are manufactured. But the economy of the region is restructuring fast, and with it, the aspirations and demand for English.

The Pearl River Delta is a surprisingly diverse area, embracing four official languages, three currencies, three legal and educational systems, and several closely integrated economies. Drawing on recent research I carried out for Cambridge English Language Assessment, I will explore the changing relationships which English has with other languages in the delta, and how the status of English reflects the changing job market in different parts of the delta.

The study provides useful insights into a number of questions facing language education policy-makers, such as 'How does (or should) English fit with other languages in a multilingual society?'; 'How does language education reflect the needs of the local economy? I will use notions of level, including the Common European Framework of Reference (CEFR) to illustrate the impact of globalisation and the shift from a manufacturing to services-based economy. I will argue that what is taking place in this part of south China is by no means unique, but rather provides a case study which helps us understand the changing role of English in other parts of the world.

What, in your view, are the practical implications of testing language proficiency for migration purposes?

It is vital that only valid, sensitive, reliable and equitable testing tools are used to assess language proficiency in the contexts of migration and citizenship. Such tools will help facilitate the integration of migrants coming from different countries, regardless of their cultural or religious origin, or their gender.

What particular benefits will French speaking delegates gain from attending the ALTE 5th International Conference?

With the conference taking place in Paris, French delegates have the ideal opportunity to compare the design and effectiveness of the French assessment system against other systems used across Europe. Such a comparison will encourage a better understanding of the relevance of specific assessment tools when used to support political decision-making.

What are the key issues that you would like to see discussed at the ALTE 5th International Conference?

I would very much welcome debate on the issues of language testing and assessment in the context of political decision-making, and on how the results of such tests are used by politicians across Europe. As part of this debate, it will be important to identify those technical or pedagogical improvements in language testing and assessment able to support political decision-making, and to ask whether - in 2014 - we can finally expect harmonisation among Europe’s politicians regarding their use of language testing.

Why is it important for you to attend the ALTE 5th International Conference? From a personal perspective, what are you looking forward to most about the event?

The conference is a very important opportunity to gain a Europe-wide perspective of the different actors involved in language testing, especially with regard to quality, and as a result to develop a Europe-wide comparison of current activity. Delegates to the conference will also be able to learn from each other, which is a real hallmark of ALTE events.

The level of quality certifying bodies aim to achieve when it comes to developing their foreign language skills assessment tools should be proportional to the challenge they represent. In the case of the French language, traditionally only higher education institutions had the option of contacting certifying bodies to ascertain the language skill levels of non-francophone students. Other French administrative bodies, both European and otherwise, have been incorporating standardised tests and diplomas into regulatory initiatives over recent years. We shall illustrate this intention in terms of the use of certifications for the purposes of obtaining nationality, renewing a residency permit, accessing employment or being admitted on to a higher education programme. In order to comply with these orders, certifying bodies must incorporate development, drafting and administrative processes that meet international quality standards. This represents a two-pronged challenge for certifying bodies in the form of both producing results under the fairest possible conditions whilst incorporating the principles of justice and righteousness into their drafting processes and providing sponsors with sufficient criteria to guarantee delivery of the most valid and reliable results possible. As a result of incorporating these quality standards into its subject-specific procedures, the CIEP is also in a position to provide administrative bodies with a number of valuable indicators that enable them to establish linguistic profiles and target the needs of a wide variety of populations. We will also look at how this quality initiative is made possible through the support of organisations such as ALTE.