Materializing assessment: spatial repertoires and dialectic proficiency in oral English proficiency examinations for international teaching assistants in the US

• Published in: International journal of bilingual education and bilingualism Vol. 26; no. 6; pp. 734 - 754
• Main Authors: Sok, Sarah, Du, Qian, Lee, Jerry Won
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 03.07.2023; Taylor & Francis Ltd
• Subjects: Academic disciplines; Audio Equipment; Bilingual education; bilingual/multilingual graduate students; Bilingualism; Competence; Dialects; Embodiment; English; English (Second Language); English as a second language tests; English proficiency; Foreign Students; Graduate Students; Intellectual Disciplines; Intelligibility; International teaching assistants; Language assessment; Language Proficiency; Language Tests; Language Variation; materializing assessment; Multilingualism; Oral English; oral English proficiency exams; Oral Language; Performativity; Pronunciation; Scoring Rubrics; Second Language Instruction; Second Language Learning; Semiotics; spatial repertoires; Standard Spoken Usage; State Universities; STEM; STEM Education; Teacher Student Relationship; Teaching Assistants; Test Construction; Transcripts (Written Records); Video Technology; United States > US
• ISSN: 1367-0050; 1747-7522
• DOI: 10.1080/13670050.2020.1778629

Various examinations are administered at universities across the US as a means of assessing bilingual/multilingual international teaching assistants' (ITAs') proficiency in spoken English before they are permitted to teach. While such exams are taken by students in a range of academic disciplines, recent research suggests that communicative success in academic disciplines such as STEM is more accurately understood through a materialist, as opposed to structuralist, orientation to competence. According to this orientation, communication is not contingent on autonomous competence in standardized English but instead on transcultural dispositions along with the strategic use of semiotic resources and spatial repertoires. In this paper, we provide a focused analysis of one university's Test of Oral English Proficiency (TOEP), which was recently redesigned in alignment with a materialist orientation to competence (e.g. through greater consideration for materiality, embodiment, and performativity). Through an analysis of audio and video recordings from the TOEP, this article demonstrates that a materialist orientation to competence can be actualized through a paradigm of assessment that accounts for the mutual negotiation of proficiency between speaking and listening subjects, or what we refer to as materializing assessment.