Englishes in College English Tests in a Selected Philippine Higher Institution

Abstract

INTRODUCTION

The evolution and widespread recognition of Kachru's World Englishes paradigm does not only recognized the varieties of English used by the non-native speakers of the language globally. However, this linguistic phenomenon also raised numerous debates on the role of English as an international language. Thus, a major concern is on the language teaching and learning process which involves issues on language testing. This paper aims to contribute to the enriching field of investigations relating to the WE paradigm and language testing.

METHODS

A descriptive content analysis was used on the thirteen sample English tests from a private university. The tests include Preliminary, Midterm and Final examinations which were provided by English Instructors. The tests were examined to determine the most common types administered to college students. Then, test items with representations of the varieties present were pointed out and were discussed.

RESULTS

Content analysis of the test items reveal that discrete-point test in fixed response, identification of grammar structures and sentence reconstruction are the common grammar tests administered. Meanwhile, the grammar constructs present are prepositions, objects of prepositions, and prepositional phrases; adjectives and adjective clause; adverbs and adverb clause; pronouns and pronoun-antecedent agreement; verbs, subject-verb concordance, verb tense, passive and active voice; modals, infinitives, imperatives, conjunctions, correct usage, correct word choice and correct meaning. In addition, American English is the most promoted variety among the test items with the presence of a few items for British English. There were only two cases of Philippine English found.

DISCUSSIONS

Results of the analysis of the thirteen sample tests reveal that in terms of knowledge in grammar, university students are tested based on the foreign varieties of English; American and British. The results attest the need of a test that will not only promote the exonormative standards but must also be sensitive to the native variety in which the learners can relate and understand better. Real life situations, expressions and terms used in daily communicative situations must be the major linguistic components of the tests. Consequently, there is a need to design a sensitive variety type of tests to avoid biases in measuring the students' grammar proficiency.