Grammar Error Strike Hard: Language Proficiency Testing of Hong Kong Teachers and the Four "Noes"

  title={Grammar Error Strike Hard: Language Proficiency Testing of Hong Kong Teachers and the Four "Noes"},
  author={Philip Douglas Lane Glenwright},
  journal={Journal of Language, Identity \& Education},
  pages={201 - 226}
  • P. Glenwright
  • Published 1 July 2005
  • Sociology
  • Journal of Language, Identity & Education
This article first reviews important issues of language, power, and testing. It then examines in critical fashion a particular instance of the use of language testing by the Hong Kong government, namely, the Language Proficiency Assessment for Teachers (LPAT). Treating the LPAT developments as a form of narrative rather than debate, it presents analysis through a context-events-problem-solution-evaluation discourse sequence that perpetuates nonresolution. This procedure permits ongoing… 
Assessing Teachers' Language Proficiency
The chapter demonstrates how competing views of teacher language proficiency standards play out by reviewing a variety of models for assessing the language proficiency of teachers as operationalized in the USA, the UK, Australia, Hong Kong, Brazil, and elsewhere.
Norms and Varieties of English and TESOL Teacher Agency.
The growing recognition of the plurality of English underling the World Englishes (WE) paradigm has problematised the conventional second language acquisition (SLA) views of errors. If English use in
High-Stakes Testing and Assessment
This chapter highlights the uncertainty, concerns, and approbation that accompany high-stakes language testing and assessment. It takes as a case study the language assessment of teachers of English
Language tests, linguistic gatekeeping and global mobility
ABSTRACT Language tests are increasingly being used as gatekeeping tools in a globalised world. This article examines the processes of linguistic gatekeeping by the use of language tests in the
Learning to teach across borders: Mainland Chinese student English teachers in Hong Kong schools
The literature on non-native English-speaking teachers (NNESTs) and native English-speaking teachers (NESTs) tends to focus on their respective strengths, the main strengths of NNESTs being their
Finding the formula: formulaic language use in Hong Kong primary school English textbooks
This thesis examines the use of multi-word lexical phrases, sometimes referred to as formulaic language, in textbooks used in Hong Kong primary schools. To identify whether such phrases are as
The Spatial Impact of Language Policies on the Marginal Bids for English Education in Hong Kong
In 1997 the government of Hong Kong reformed its policy on the language medium for teaching at the secondary-school level and removed schools' right to choose their own medium. Among the 404 public
Medium of Instruction in Secondary Education in Post-Colonial Hong Kong: Why Chinese? Why English?
In 1997, the majority of secondary schools in Hong Kong changed their medium of instruction from English to Chinese (Cantonese) due to a mandatory policy of the government. This paper reports on a
Effective Team Teaching between Local and Native-speaking English Teachers
This paper focuses on collaboration between native-speaking English teachers (NETs) and local English teachers (LETs) in Hong Kong secondary schools. It examines some of the strengths and weaknesses
A Teacher Educator's Role in an Asia-derived Learning Study
To what extent and in what ways should a teacher educator contribute to a type of teaching development that has long functioned successfully without much involvement of teacher educators? This


Language proficiency assessment for teachers: The effects of benchmarking on writing assessment in Hong Kong schools
Abstract This article argues that the language proficiency assessment for teachers (LPAT), which the government of the Hong Kong Special Administrative Region (HKSAR) first operated for English
Reading the "Singlish Debate": Construction of a Crisis of Language Standards and Language Teaching in Singapore
The issue of grammar and its explicit teaching has recently reemerged in Singapore as a topic both within the English teaching profession and in public discourse about education. As studies in other
Power and Inequality in Language Education
Introduction: Language policy, power, and inequality, James W. Tollefson 1.The politics of the ESL classroom: issues of power in pedagogical choices, Elsa Roberts Auerbach 2. English in the world/the
Hong Kong Tertiary Students' Attitudes and Proficiency in Spoken English
As a basis for making pedagogical decisions within a learner-based framework, teachers need information about the experiences and perceptions which learners bring to the classroom. This article
Jet and Net: A Comparison of Native-Speaking English Teachers Schemes in Japan and Hong Kong.
Both Japan and Hong Kong seek to enhance the English standard of their secondary school students by implementing a native-speaking English teachers scheme, named the JET (Japan Exchange and Teaching)
The Sociolinguistics of Hong Kong and the Space for Hong Kong English.
While Asian Englishes such as Indian English, Malaysian English, Philippine English, and Singapore English have gained wide acceptance in the past two decades, relatively little notice has been taken
The Politics of Reform and Nonreform in French Education
  • H. Weiler
  • Political Science
    Comparative Education Review
  • 1988
Educational reforms have a mixed record of success in getting beyond the paper on which they have been conceived and designed. For a variety of reasons, educational systems and the political fabric
Education and Society in Hong Kong: Toward One Country and Two Systems
The "Hong Kong Becoming China" multi-volume series is published for an international readership. It aims to provide both expert analysis and the documentary basis for an informed understanding of
Learning and Teaching: A cross-cultural perspective
In this article research on teaching and learning is reviewed from a cross-cultural perspective. A meta-analysis indicates that across a number of very different cultures higher quality learning
Educational reform and policy implementation in Hong Kong
The Hong Kong government, in common with many others around the world, has experienced major difficulties in implementing educational reforms. The nature of the constraints on implementation,