Interrogating the general English proficiency requirements for prospective Taiwanese bilingual teachers.
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| Title: | Interrogating the general English proficiency requirements for prospective Taiwanese bilingual teachers. |
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| Authors: | Graham, Keith M.1 (AUTHOR) kmgraham@ntnu.edu.tw |
| Source: | Journal of Multilingual & Multicultural Development. Nov2025, Vol. 46 Issue 9, p2794-2806. 13p. |
| Subject Terms: | *Bilingualism, *Bilingual teachers, *Secondary education, *Microteaching, English proverbs |
| Abstract: | Prospective bilingual content teachers in Taiwan must submit proof of upper-intermediate (CEFR B2) English proficiency in the four language skills (listening, speaking, reading, and writing) before qualifying for interviews. This article investigates whether this is justified by examining the relationship of general English proficiency with one of the main mechanisms for teacher selection: the interview teaching demonstration (microteaching). The article first presents scholarship on bilingual teacher competences. Then, the findings of an empirical study examining the relationship between English proficiency scores and microteaching demonstrations are presented. The study utilised data collected from 74 prospective secondary bilingual content teachers from 13 subject areas in northern Taiwan. Microteaching demonstrations were scored by bilingual education and subject experts using a locally developed rubric. The Cambridge B2 First exam was used to measure English proficiency. The results showed that speaking and listening had a small relationship with microteaching performance, but reading and writing scores did not. It was also found that those with a lower-intermediate (CEFR B1) proficiency level performed equally with those at a CEFR B2 level or higher in the microteaching. Based on these findings, the use of general English proficiency exams for bilingual teacher recruitment is challenged and alternatives are proposed. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Multilingual & Multicultural Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189411059 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Interrogating the general English proficiency requirements for prospective Taiwanese bilingual teachers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Graham%2C+Keith+M%2E%22">Graham, Keith M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kmgraham@ntnu.edu.tw</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Multilingual+%26+Multicultural+Development%22">Journal of Multilingual & Multicultural Development</searchLink>. Nov2025, Vol. 46 Issue 9, p2794-2806. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingual+teachers%22">Bilingual teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Microteaching%22">Microteaching</searchLink><br /><searchLink fieldCode="DE" term="%22English+proverbs%22">English proverbs</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Prospective bilingual content teachers in Taiwan must submit proof of upper-intermediate (CEFR B2) English proficiency in the four language skills (listening, speaking, reading, and writing) before qualifying for interviews. This article investigates whether this is justified by examining the relationship of general English proficiency with one of the main mechanisms for teacher selection: the interview teaching demonstration (microteaching). The article first presents scholarship on bilingual teacher competences. Then, the findings of an empirical study examining the relationship between English proficiency scores and microteaching demonstrations are presented. The study utilised data collected from 74 prospective secondary bilingual content teachers from 13 subject areas in northern Taiwan. Microteaching demonstrations were scored by bilingual education and subject experts using a locally developed rubric. The Cambridge B2 First exam was used to measure English proficiency. The results showed that speaking and listening had a small relationship with microteaching performance, but reading and writing scores did not. It was also found that those with a lower-intermediate (CEFR B1) proficiency level performed equally with those at a CEFR B2 level or higher in the microteaching. Based on these findings, the use of general English proficiency exams for bilingual teacher recruitment is challenged and alternatives are proposed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Multilingual & Multicultural Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01434632.2024.2306171 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 2794 Subjects: – SubjectFull: Bilingualism Type: general – SubjectFull: Bilingual teachers Type: general – SubjectFull: Secondary education Type: general – SubjectFull: Microteaching Type: general – SubjectFull: English proverbs Type: general Titles: – TitleFull: Interrogating the general English proficiency requirements for prospective Taiwanese bilingual teachers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Graham, Keith M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 01434632 Numbering: – Type: volume Value: 46 – Type: issue Value: 9 Titles: – TitleFull: Journal of Multilingual & Multicultural Development Type: main |
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