Influence of Gay Language to the English Competencies of Students

1553 Words Aug 2nd, 2013 7 Pages
The English Language Proficiency Test (ELPT) was the name of a SAT II last administered in January 2005. It was a one-hour multiple choice test given on English language proficiency by the College Board. A student whose native language was not English could have chosen to take this test instead of or in addition to Test of English as a Foreign Language (TOEFL) for college entrance depending upon requirements of the schools in which the student was planning to apply. Until 1994, the SAT II's were known as Achievement Tests. The ELPT assessed both the understanding of spoken and written standard American English and the ability to function in a classroom where English is spoken. The test was intended for students whose best language was not …show more content…
as predicted by Lord (1987), Kwo (1994) and Pierson (1994) long before the handover of sovereignty. With the implementation of “Biliterate and Trilingual” language education, 90% of Hong Kong secondary schools were to implement mother tongue education (using Cantonese to teach all subjects except language-based subjects) and use Putonghau to teach Chinese language to mark as a sign of national integration and decolonialization. Pre-service teachers of Chinese are therefore inevitable eager to better equip themselves by learning Putonghau.
However, some universities in Hong Kong still require year one students to take an English foundation course regardless of their major. English courses emphasizes language in use and its applicability in academic writing and English for specific purposes. Are these language objectives catered for pre-service teachers of Chinese? In the Year 1 English course, students are assessed against a set of measurable description of skills which is known as competency-based language teaching and learning (CBLT). The rationale for adopting competency-based teaching and learning is to help students better orientate their goals of learning in the hope that their learning strategies can be effectively directed and repositioned through the learning goals and language targets. How do pre service teachers of Chinese react to the

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