Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context

• Published in: Power and education Vol. 9; no. 1; pp. 3 - 17
• Main Authors: Pilcher, Nick, Richards, Kendall
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.03.2017
• Subjects: Business Administration Education; College Faculty; College Students; Computer Science Education; Context Effect; Course Content; Design; Empathy; Engineering Education; English (Second Language); English for Academic Purposes; Foreign Students; Higher Education; Language Attitudes; Language Proficiency; Language Tests; Language Usage; Nursing Education; Psychological Patterns; Psychology; Second Language Learning; Student Recruitment; Teacher Attitudes; English; higher education; international student recruitment; International English Language Testing System

Higher education institutions worldwide base international student recruitment on the assumption that their preparedness in ‘English’ is assured if they reach a certain level in tests such as the International English Language Testing System (IELTS). This assumes an abstract, objectivist view of lan...