IELTS Research Reports

2 Learning to play the ‘classroom tennis’ well:IELTS and international students in teachereducationAuthorsWayne Sawyer and Michael SinghCentre for Educational Research, University of Western SydneyGrant awarded Round 13, 2007This study addresses the question of an appropriate IELTS score for graduate entry teacher educationcourses by investigating the extent to which current IELTS scores into graduate entry teachereducation courses are considered adequate: by the lecturers of such students, by prospective teacherregistration authorities and by the students themselves.ABSTRACTTeacher education students whose language background is not English (LBOTE) not only need toperform adequately in English for the purposes of their academic study, but also need to be fluent inthe public situation of teaching their own classes on practicum and in their future careers. Thus, forthese students, the ‘public performance’ of English adds a significant layer of issues to those applyingto other cohorts of LBOTE students.This research sets out to address the question of an appropriate IELTS score for graduate entryteacher education courses through investigating: the extent to which current IELTS scores intograduate entry teacher education courses are considered adequate by the lecturers of such students, byprospective teacher registration authorities and by the students themselves, and, following this, whatan appropriate score might be for entry into such courses. Academics from four Faculties of Educationand one student cohort were interviewed, along with representatives of one state teacher registrationauthority. A range of language skills for teachers were identified. A key issue for these students in suchcourses is the potential for language growth in the course itself with a corresponding need to focus onexit abilities as well as entry ability. It is argued therefore on the one hand, that in short graduate entrycourses, universities ought to consider setting an entry level corresponding to the requirements of theteacher registration authority. Some interviewees argued, however, that the complex of issues faced bythese students – such as familiarisation with Anglophone schooling cultures – makes particularly highIELTS entry scores a distraction from these larger issues. There is also a need for universities to valuethe experiences and funds of knowledge brought by LBOTE students. Ultimately, IELTS entry scoresare a function of a Faculty’s ability to provide language support. The nature of such support and of aricher approach to testing is discussed.IELTS Research Reports Volume 1173