Language is embedded in society. As a symbolic capital, language also serves as the main component of the human resource.The use of language assessments thus has significant consequences for individuals’ material life and personal fates. Accordingly,language assessments will inevitably become a means for resources management and social control exploited by governments. Through examining the use of language assessments from the perspective of language planning and policy study, this paper attempts to unpackthe symbolic nature of language under its technical attributes, thus providing Chinese audience with a new perspective of understanding language proficiency. In this paper, based on a succinct review of the international literature on the developing trajectory of languagetesting and evaluation, we first show the two milestone changes occurred in the theories of the language testing study, i.e. a shift offocus from measuring linguistic knowledge and language forms of test takers to their pragmatic skills in the actual communicationsettings, and a shift of concern from the objectivity and accuracy of validity of the test battery to the impact of social application of thetest results. Drawing upon the vast investigation of the international literature about social applications of language testing, the paperthen identifies and discusses the four main social dimensions of how language assessments being utilized by testing authorities orgovernments to achieve their educational or political ends. In the closing part, we further unravel the very nature underlying the socialdimensions of language assessments, and explore the implications of the international trends in this field for Chinese researchers andpractitioners.
This study examines the components and developmental process of students’ language capacity. We first conducted aninterview with 16 linguists about the signifi cance of fostering students’ language capacity, challenges as well as strategies to solve theproblems. Then we divide students’ language capacity into three parts, namely basic cognitive ability, thinking capacity and applicationcapacity, and investigate students’ language capacity development from the perspectives of basic cognitive ability, reading ability,writing ability, stylistic ability and critical thinking ability. We also explore the relationship between basic cognitive capacity on one sideand reading comprehension and written expression on the other. Lastly the internal and external factors that shape students’ languagecapacity development are examined. It is found that basic cognitive capacity is crucial to the development of language capacity, andother contributing factors may include family, environment, and individual learners’ motivations.
It is well-documented that the national policies of foreign language education are formulated under the influence ofmany factors such as national policies in politics and economy, and the policies of foreign language education can shape the practiceof language teaching and learning. In China, English learning has long been instrumentalism-oriented, while its values to humancognition are under explored. In this study, a set of English compositions collected from different levels of English learners in Chinaare quantitatively analyzed to reveal the signifi cance of English learning to Chinese learners’ analytic thinking. It is found that Englishlearning has reinforced Chinese learners’ analytic thinking, a crucial ability for analyzing and solving problems. A linear increase wasobserved in their analytic thinking ability along with the improvement of English language ability. The positive infl uences of foreignlanguage learning on learners’ thinking developments imply that foreign language learning is valuable for the development of learners’cognitive abilities, and fostering learners’ analytical and critical thinking abilities should be made one of the goals of English teaching.
National foreign language capacity is an important fulcrum of the national economic and cultural competitiveness. As anintegral part of China's education, foreign language education is bound to play a great role in supporting an effective implementationof the national development strategy. This paper examines the status and problems of the development of China’s national foreign language capacity from the perspective of national strategy as well as language planning. In this study, we have identified four areasin need of improvement. At the macro level, first, there is a lack of strategic awareness, and second there exists a need of top-downstrategic scheme and systematic assurance. In term of resource allocation, first, strategic input is insufficient and disproportionate with regard to professional development, and second there exists an acute insufficient supply to meet the demand and structural unbalance.To deal with the problems and challenges, we have also proposed five suggestions, namely: to project a proper strategic plan in foreign language education, to conduct a constant monitoring of the national foreign language competence, to optimize the national system offoreign education, to upgrade the standard for foreign language teachers, and to explore the training model of subject pioneers and topprofessionals.
Chinese Proficiency Criterion aims at making definitions and descriptions of Chinese speakers’ different language proficiency levels, so that it can provide a unified standard referencing system for Chinese language teaching, learning and testing, as well asthe consultation for the development of national language policies. The subjects that the Chinese profi ciency criterion target at are Han Chinese, ethnic minorities within China, overseas Chinese and foreign learners. This study describes the necessity and feasibility ofestablishing Chinese profi ciency standards from the perspective of global Chinese. Based on extensive review of the existing language testing systems both overseas and in China, the paper also proposes a framework of developing Chinese proficiency criterion and research methodology and procedures.
This paper examines the designing principles of Heritage Chinese Language Proficiency Test, shortened as HSC. HSC is a new form of Chinese language test designed for measuring heritage language levels of overseas Chinese people. Compared withother test-takers, overseas Chinese people constitute a special ethnic group in at least four aspects. Firstly, their ethnic identity determines that they are different from other foreigners. Secondly, their Chinese language proficiency varies greatly, and it is on thedecline since their immigration. Thirdly, they are still attached to Chinese culture emotionally and spiritually. Lastly, they have adesire to improve their Chinese language to a level as high as Chinese native speakers’. In light of these characteristics of overseasChinese, we propose that HSC shall be guided by some special designing principles in order to cater to the needs of this group of test takers. First, the Chinese language standards of native speakers and overseas Chinese speakers should be treated separately. Second,cognition and language use should be integrated in the proficiency descriptors. Third, listening and speaking skills should be treated differently from reading and writing skills in the test. Forth, Chinese literacy should be reinforced in the test. Fifth, Chinese culturalknowledge should be highlighted. These principles can be significant to make HSC an effective Chinese language proficiency test for overseas Chinese speakers.
Language planning focuses are prevalent in all aspects of the practical use of language, and language planning and policycan play a greater role for a pluricentric language as a result of a political rift. When it comes to languages in Mainland China and Taiwan, all linguistic institutions should be concerned and the vocabulary is an apparent necessity in language planning. In this study, taking thetwo predominant dictionaries as an example, we endeavor to examine the discrepancies seen in the two polities with the aim ofrevealing the sociopolitical realities accounting for the inclusion and exclusion of certain vocabulary in the Modern Chinese Dictionaryin Mainland China (Xiandai Hanyu Cidian, 1996, 3rd edition) and the New Version Dictionary of Media Language in Taiwan (XinbianGuoyu Ribao Cidian, 2000 edition). In conclusion, we argue that various types of discrepancies pose an obvious obstacle in the relationship between the Mainland and Taiwan, therefore, a collaborative planning effort seems necessary in order to facilitate communicationbetween the two polities.
The on-call national language capacity refers to the national ability in dealing with emergent demand of language skills related to the national strategic interest both at home and overseas. Drawing upon the extensive data online available and the limited academic literature, this paper reviews the development and experiences of the U.S. National Language Service Corps (NLSC). Based on national security needs, the key content of US national security language policy is to build on-call national language capacity to providelanguage emergency service. I endeavor to describe the background of the on-call national language capacity development in terms ofvolunteer service, following by a discussion about its framework, operational mechanism, features and achievements. In view of the status and problems of China’s developing“language volunteer service”, the paper also offers insights from the practice of NLSC andputs forward some suggestions on enhancing the on-call language capacity of China.