Testing lecturers’ English language skills in a non-English-dominant academic context

What is it about?

Due to the internationalization and Englishization of higher education, many universities all over the world provide courses taught in English. As a result, proficiency in English has become a priority, and so have English-language teaching and testing. While most international tests are developed in English-dominant countries (e.g., US or UK), locally developed tests can be a viable alternative in a non-English-dominant context. The article discusses the Interuniversity Test of Academic English (ITACE) for Lecturers, a high-stakes language test which was developed in Flanders, the Dutch-speaking part of Belgium. In Flanders, lecturers teaching in English need official proof of the advanced C1 level of the CEFR (Common European Framework of Reference for Languages). Apart from testing lecturers’ English language skills, Flemish universities have invested in EMI (English-Medium Instruction) courses. The test and the course thus positively reinforce one another: both ultimately lead to more linguistically proficient and EMI-aware lecturers. Although the mandatory language test was heavily contested when it was introduced, it now appears to be widely accepted. The ITACE has progressively come to be seen as a proof of one’s language proficiency, opening doors to new opportunities.

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Photo by Shubham Sharan on Unsplash

Photo by Shubham Sharan on Unsplash

Why is it important?

English language testing has become a major industry worldwide. Although English-speaking countries (mainly US and UK) have traditionally dominated this industry, locally developed tests may be more appropriate in a specific context where English is used as an additional medium of instruction. Moreover, local tests are more flexible as they can be adapted to local purposes, requirements, and values.

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