Critical perspectives on testing teaching: reframing teacher education for English medium instruction

AbstractThe investigation reported here provides a basis for considering the role of corrective and transformative critiques in producing knowledge through testing teaching for reframing teacher education in response to, and as an expression of, the globalisation of English. This knowledge-producing approach to critique begins with a literature review of prior testing models of content and language integrated learning through English medium instruction (EMI) programmes. Delphi procedures were employed with a panel of 30 experts from three focus groups, namely teachers, testing experts, and teacher evaluation administrators. A comparison of relative importance of the indicators generated through this study via the analytic hierarchy process yielded practical implications for reframing the internationalisation of education using EMI. The analysis of interviews with teachers was used to critically rework or otherwise correct the testing model. Through adopting the practice of critique as a knowledge-producing venture, this study offers a model of EMI testing that can contribute to improvements in the organisation of professional learning and change, as well as certification procedures.Keywords: content and language integrated learningEMI assessmentEMI teacher educationEnglish medium instruction AcknowledgementsWe are grateful to the National Science Council, Taiwan for making possible the publication of this work.Additional informationNotes on contributorsDa-Fu HuangDr Da-Fu Huang is the Head of Language Center of STUST. His current research interests include CLIL/EMI modelling and assessment, productive skill assessment, and LiveDVD online self-directed learning.Michael SinghMichael Singh is a Professor of Education of UWS and leader of the "Argumentative Chinese Students" Research Cooperative. He is currently investigating cultural globalisation in Australia and Europe.