AN EXAMINATION OF FOREIGN LANGUAGE PROFICIENCY FOR TEACHERS (EPPLE): THE INITIAL PROPOSAL AND IMPLICATIONS FOR THE BRAZILIAN CONTEXT

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1 AN EXAMINATION OF FOREIGN LANGUAGE PROFICIENCY FOR TEACHERS (EPPLE): THE INITIAL PROPOSAL AND IMPLICATIONS FOR THE BRAZILIAN CONTEXT DOUGLAS ALTAMIRO CONSOLO [1] UNESP São José do Rio Preto HÉLCIO DE PÁDUA LANZONI Faculdade Interativa COC MAGALI BARÇANTE ALVARENGA UNIMEP & FATEC MARCELO CONCÁRIO UNAERP TERESA HELENA BUSCATO MARTINS UNIP & FAC3 VERA LÚCIA TEIXEIRA DA SILVA UERJ & ISAT ABSTRACT: In this paper we report on the process of setting the theoretical bases and the design of the EPPLE, a language proficiency examination for foreign language (FL) teachers. The proposal is grounded in the need to intervene in the context of language teacher education in Brazil to establish criteria to assess those teachers, and the specifications of classroom language that is or should be mostly used in FL teaching. Although there are other (international) examinations that aim at assessing FL language proficiency, there is no formally established exam developed specifically for the language domain required for language teachers. If assessment criteria are defined by means of researching the characteristics of the language produced by teachers and teachers-to-be (for example, students graduating from Letters courses), and incorporated in the EPPLE, the results of the examination may cause a washback effect so as to improve the quality of teacher education, especially with regards to foreign language development. KEYWORDS: EFL; language testing; proficiency; teacher education; test design; washback effect.

2 Introduction Competence in a foreign language (FL), defined in terms of the knowledge of a language and the ability to use this language at a desired or required level of proficiency to accomplish communicative tasks constitute essential requirements for professionals who act or intend to act as teachers of a given language. Studies on the reality of FL teachers in Brazil, especially about EFL teachers (for example, ALMEIDA FILHO, 1992; BASSO, 2001; CONSOLO, 2005a; IBRAHIM, 2006; MARTINS, 2005), indicate the lack of language competence and the low levels of proficiency among those teachers, which represent a problem that has been perpetuated in the Brazilian educational context (for example, CONSOLO, 1990; GARCIA, 2001; PINHEL, 2004), as well as in teacher education courses (BAGHIN-SPINELLI, 2002; DIAS, 2003; PINTO, 2004; TEIXEIRA DA SILVA, 2000). The aforementioned studies also indicate, as pointed out by Consolo (2008), that the low levels of linguistic competence and proficiency (LCP) of teachers imply in the failure of the teaching offered in FL lessons in regular schools thus generating a vicious cycle. Conversely, if we start to analyze the problem from the context of Letters courses, it has been argued that a number of graduates from these courses lack proficiency in the foreign language they are expected to teach, for example, in English. Once these newly graduated teachers start teaching in regular schools, their lack of FL proficiency stand as barrier to effective teaching, or they do not feel confident to use the foreign language in class. Students then leave regular schools and enter university without the necessary proficiency to use the language and be able to develop linguistic skills satisfactorily and, in this way, the cycle is perpetuated, as illustrated in Figure 1:

3 unsatisfactory conditions to learn EFL in regular school lack of proficiency to teach EFL lessons in English low levels of oral proficiency among freshmen in Letters courses inadequate levels of oral proficiency in EFL among graduates from Letters courses Figure 1: A vicious cycle of aspects that affect teacher education and FL teaching in Brazil (Consolo, 2008, p. 85) According to Consolo (2007, p. 167), The studies that deal with the linguistic competence of the FL teacher, amongst which some report on the problematic situation of the oral proficiency of these teachers (for example, BAGHIN-SPINELLI, 2002, CONSOLO, 2005a), allow, in fact, access to the knowledge about the oral proficiency of teachers based on linguistic theories and the visions on this proficiency that characterize the Brazilian scenario [English translation from the original text.] On the basis of inquiries on the linguistic competence in English of FL teachers, mainly those in the area of English language teaching (ELT), our proposal is to establish the bases for the design and implementation of an examination of language proficiency in foreign languages for teachers, considering the profiles of these professionals while inserted in contexts of language education in Brazil. The project aims at departing from theoretical and experimental subsidies, from data of the literature on existing tests of proficiency in the scope of the Brazilian scenario and in the international scene, to produce an exam called Exame de Proficiência para Professores de Língua Estrangeira (Examination of Proficiency for Foreign Language Teachers), henceforth EPPLE. In this paper we present the construct of the examination, the types of test

4 tasks to assess teachers language skills and the parameters to be considered in the assessment of the LCP desired for these professionals. We also aim at establishing, amongst the language aspects and the different factors that constitute and influence the linguistic-communicative ability (BACHMAN, 1990; CANALE, 1983; LURDA, 2000, among others), or language ability (cf. BACHMAN & PALMER, 1996), criteria for the characterization of the FL proficiency of these teachers, mainly in contexts of language education in Brazil (in the contexts of regular school, namely Ensino Fundamental and Ensino Médio, in university courses and in private language schools). In the following sections we deal with the research problem by reporting and discussing advances and alterations in the route of investigation about the issue of LCP of FL teachers, from the results of two previous research projects, one of them called A (In)Competência Linguístico-Comunicativa de Alunos de Letras-Língua Estrangeira: construto e tendências na Formação do Professor (The Linguistic-Communicative (In)Competence of Letters Students: Construct and tendencies in Teacher Education) (CONSOLO, 2001 henceforth Project 1), and the other project called Competência Linguística em Língua Inglesa de Alunos de Letras: definição de Parâmetros na Formação e Avaliação da Proficiência Oral do Professor de Língua Estrangeira (Linguistic Competence in the English Language of Letters Students: Defining Parameters in the Education and Assessment of the Oral Proficiency of the Foreign Language Teacher) (CONSOLO, 2005b henceforth Project 2), with respect to the theoretical concepts and methodological procedures. The issue of language teachers linguistic competence In the course of collecting data about the oral proficiency in English of students graduating from Letters courses, and of EFL teachers in Brazil, a test of oral proficiency, the

5 TEPOLI, was designed (CONSOLO, 2004; CONSOLO & TEIXEIRA DA SILVA, 2007). [2] On the basis of the data obtained by means of the TEPOLI, we realized the need to describe the LCP of newly graduated teachers based on better defined criteria, which can vary from a level minimally necessary so that the teachers can work, to a much higher level of LCP at which graduating students demonstrate excellent oral proficiency in English. For such description, it is necessary to construct a rating scale based on the language aspects considered in such LCP, that is, grammar and syntactic structure, vocabulary, pronunciation, fluency, strategies of verbal interaction, reading and writing abilities. It is necessary advance in the research process to also investigate, to evaluate and to define teachers LCP PL in terms of a target and broader general linguistic ability, as well as in terms of the proficiency for the use of oral language for the specific purpose to teach a FL (DOUGLAS, 2000; ELDER, 1994, 2001). At this stage, it seems relevant to justify our proposal by mentioning the existing examinations and tests of proficiency internationally recognized (henceforth IntETP), for the assessment of English proficiency, produced by organizations specialized in language assessment and testing. Amongst these IntETP, the examinations of Cambridge ESOL [3] and the TOEFL [4] must be mentioned, all of which are well-known in Brazil. Without failing to recognize the contributions of those IntETP, or the organizations where those examinations are produced, we are concerned, however, with the of validity of those examinations in the specific area of the LCP of language teachers. In our view, on the basis of arguments on assessing language for specific and professional purposes, and of the social implications of tests and examinations tests (for example, DOUGLAS, 2000; McNAMARA, 2000; SHOHAMY, 2001), some criticism to the use of those international examinations to assess proficiency for any and all purposes can be raised. As mentioned by Martins (2005), and considering language assessment in the area of teacher education in Letters courses, as well as the teaching of foreign languages in other university courses, and

6 the policy for educating and evaluating professionals in the Brazilian context, we reinforce the importance to discuss these issues departing from the linguistic needs of FL teachers in Brazil (CONSOLO, 2005a). Although there are examinations that aim at assessing the proficiency of its candidates in foreign languages, there is not, to date, an examination of LCP developed and widely used specifically for teachers. [5] It is thus necessary (a) to improve the delimitation of the language domain(s) for language teachers, in the contexts of language education in Brazil and, as a result from this delimitation, define linguistic areas to be considered in the criteria to assess teachers LCP; (b) to improve the rating scales for the TEPOLI so that the bands include, besides linguistic characteristics, tasks to be performed by FL teachers by means of language; and to specify (c) the test tasks that can evaluate the LCP of teachers and teachers0-to-be in the context of an examination that includes the four abilities of FL use (oral and written language, comprehension and production), necessary for those professionals. The data from the contexts investigated in Project 1 indicate that there seems to be a consensus that students have moved over some beliefs about foreign language education in universities, beyond an ingenuous view about language and language learning for example, the myth of competence and proficiency in all domains, the native speaker as a goal for language proficiency, and language learning by means of a natural process, without any difficulties (BAGHIN-SPINELLI, 2002). University students are now more conscious and mature about the real possibilities and limits of FL learning (CONSOLO, GUERREIRO & SILVA, 2006). Considering (b) above, previous results in the TEPOLI indicate that, even though the tasks of the test and the descriptors used in the bands corroborate an initial status of validity, it is necessary to create an examination that is more specialized, in terms of its linguistic requirements and of its rating scales.

7 The Letters courses that qualify students to teach foreign languages are legalizing spaces, for they provide teacher certification in those target languages [English translation from the original text] - in this case, considering teacher education for future teachers of the English language (BAGHIN-SPINELLI, 2002, p.16). We find, however, in the Brazilian scenario, considerably distinct profiles of pupils who enter and conclude these courses of Letters, in what concerns the students goals and their levels of proficiency. We consider, then, as support for the EPPLE project, the possibility of a positive washback effect in the Letters courses, and in the criteria and procedures for FL assessment evaluation, and in studies about this phenomenon (ALDERSON, 2004; ALDERSON & WALL, 1993; LANZONI, 2004; SCARAMUCCI, 2004, among others). We emphasize that such contributions include the delimitation of the domain of the language for teaching purposes in the contexts of language education in Brazil, the improvement of the bands for the TEPOLI and the definition of tasks to assess teachers LCP in the scope of a language examination. Electronic language assessment Another issue under consideration in the EPPLE project is the feasibility to apply the examination to candidates in different regions of the country, given its great geographic extension. Among the drawbacks of applying the exam in such a vast country, there is the travel costs for examiners or for candidates. That is why we consider, for a later phase of this project, the possibility to develop an examination to be taken electronically. According to Chapelle and Douglas (2006), it would be difficult to estimate how many FL languages have currently taken tests applied by means of computers, and this number is growing quickly, given the reality of the tests applied electronically. The authors also state that, as indicated in research and from information from the practice of dealing with language

8 tests, the use of technology expands and modifies the conceptual and practical requirements for electronic evaluation, which justifies greater knowledge of these demands in the area of Applied Linguistics. The advantages of computerized tests are innumerable, among which we can mention the possibility of adapting questions to the levels of proficiency of candidates, on the basis of his or her preliminary answers in a test, thus helping the use of almost individualized tests; [6] computers offer a variety of multimodal types of input, such as written texts, sound, images, audio and video, therefore enriching in such a way the situational authenticity of the input as of the answers given by test candidates. Given the advantages of tests and examinations applied electronically, the proposal for the EPPLE will have, then, to be developed towards an examination that can also be applied by means of computers. Research methodology This project if fits in a qualitative research paradigm (LAZARATON, 2002), and also counts on procedures of data collection and analysis grounded in the quantitative tradition in the area of language testing (BACHMAN & COHEN, 1998; McNAMARA, 2000; WEIR, 1995). The instruments used in Projects 1 and 2 will be revised, namely questionnaires for students, transcripts of oral interviews with teachers and students, and the TEPOLI. The procedures for data analysis is based on Gilham (2000a, b), and on revisions of the research procedures reported in papers produced in the scope of Projects 1 and 2 (for example, FERNANDES, 2007; SILVA, 2003).

9 The TEPOLI: Test of Oral Proficiency in English The test consists of an interview based on a set of pictures, some of which are accompanied by short texts, taken from EFL coursebooks and magazines. Visual prompts include topics related to elementary/basic command of English, such as personal information and daily routine, and pictures that allow for a conversation about more complex or abstract issues. A rating scale for levels A, B, C, D and E was written for TEPOLI, based on recorded data and opinions of the researchers involved in Projects 1 and 2. Each student is also given an impressionistic mark from ten to zero, in connection with the band (A to E) at which he or she stands. Students whose oral performance do not meet at least the linguistic requirements in level D, that is, the minimum level of LCP expected from graduating students, fail the test. Data analysis Besides the data from the results in TEPOLI, transcripts from audio and video recordings of the test have been analyzed, as well as transcriptions of simulated tests of the FCE (the Speaking paper) and the IELTS, [7] applied to students in the last year of the Letters course. Although the paradigm for this study is mainly qualitative, it is necessary that the data are also analyzed more objectively, since this research focuses on the evaluation of specific characteristics of the language of (future) FL teachers, among which the lexical component in oral production. To analyze the lexical competence of graduating students in Letter courses, a quantitative method will be used: an analysis of the lexical variation of the language produced in the oral tests (FCE, IELTS and TEPOLI), by means of a computer program that examines

10 the vocabulary in texts, called the RANGE program, available in the website of the Victoria University of Wellington, in New Zealand. [8] The RANGE program examines the vocabulary by means of statistical techniques. It compares texts with three lists of vocabulary bases that bring the 1,000 most frequent words, in the English used in both Britain and in the United States of America. The program uses the lists of the BNC corpus, the British National Corpus, for it is a corpus that contains an electronic data bank of 100 million words, from samples of current written and spoken language. The percentage of the oral language data in the bank represents 10% of the RANGE corpus and includes samples of words used in informal conversation. The program counts and categorizes all the processed words in a text. In the case of this study, the texts represent what is said by students in oral tests. The results of the lexical distribution is categorized in 16 lists, within three categories: Tokens (Item or Words), Types (Forms) and Families. Content and test tasks in the EPPLE examination The EPPLE assesses the abilities of understanding and producing the FL, in the oral and the written modalities. It is composed of two distinct tests: one for reading and written production, and a test for listening comprehension and oral production. The written test contains reading comprehension based on texts that are of interest for language teachers and questions in which the candidate must perform written tasks that are likely to be demanded from teachers - for example, to write questions for a reading comprehension activity and to make corrections in student texts. Tasks that demand the production of argumentative language, or of summaries of academic texts, can be included.

11 In its pilot version, the written test of the EPPLE/English was applied in both ways, pen and paper and electronic versions. The oral test is conducted in pairs and contains two parts. The first part is based on a brief video segment that must be understood so that, on the basis of the content of the video, the task can be developed towards a thematic discussion involving the candidates. In the second part of the test the candidates must display proficiency in the use of metalanguage, that is, the specific language for pedagogic communication. Problems in FL learning faced by pupils are presented on cards, for which the candidates must offer solutions. Two examiners conduct the oral test: one of them interacts with the candidates and the other evaluates the candidates. After the interview, the examiners discuss the test results, based on a rating scale. Final remarks In this paper we outlined the initial proposal for a language proficiency examination for FL teachers, the EPPLE. We aim, in this research project, to establish, from an existing corpus and of data to be collected in contexts considered representative of the reality of part of the Letters courses in Brazil, [9] criteria for assessing teachers LCP. It is expected that the results of this project can contribute for the improvement of language education of teachers and teachers-to-be, and for research studies in language testing. References ALDERSON, J. C. Foreword. In L. Cheng, Y. Watanabe & A. Curtis. (orgs.) Washback in Language Testing Research Contexts and Methods. Mawah, NJ:Lawrence Erlbaum Associates, 2004, p. ix-xii.

12 ALDERSON, J. C. & WALL, D. Does washback exist?. Applied Linguistics, vol. 14, n o 2, 1993, p ALMEIDA FILHO, J. C. P. O professor de língua estrangeira sabe a língua que ensina? A questão da instrumentalização lingüística. Contexturas, vol. 1, 1992, p BACHMAN, L. F. Fundamental Considerations in Language Testing. Oxford:Oxford University Press, BACHMAN, L. F. & COHEN, A. (orgs.) Interfaces between Second Language Acquisition and Language Testing Research. Cambridge:Cambridge University Press, BACHMAN, L. F. & PALMER, A. Language Testing in Practice. Oxford:Oxford University Press, BAGHIN-SPINELLI, D. C. M. Ser Professor (Brasileiro) de Língua Inglesa: Um Estudo dos Processos Identitários nas Práticas de Ensino. Tese de Doutorado em Lingüística Aplicada. Campinas:UNICAMP, Instituto de Estudos da Linguagem, 2002, 210 pags. BASSO, E. A. A Construção Social das Competências Necessárias ao Professor de Língua Estrangeira: Entre o Real e o Ideal Um Curso de Letras em Estudo. Tese de Doutorado em Lingüística Aplicada. Campinas:UNICAMP, Instituto de Estudos da Linguagem, 2001, 336 pags. BROWN, A. & IWASHITA, N. The role of language background in the validation of a computer-adaptive test. System, vol. 24, n o 2, 1996, p CANALE, M. From communicative competence to communicative language pedagogy. In J. C. Richards & R. W. Schmidt (orgs.) Language and Communication, Harlow: Longman, 1983, p CHAPELLE, C. A. & DOUGLAS, D. Assessing Language through Computer Technology. Cambridge:Cambridge University Press, CONSOLO, D. A. Uma reflexão sobre o falante nativo como paradigma no ensino/aprendizagem de línguas estrangeiras. In S. C. KURTZ & I. MOZZILLO (orgs.) Cultura e Diversidade na Sala de Aula de Língua Estrangeira, Pelotas, Editora da UFPEL, 2008, p CONSOLO, D. A. A competência oral de professores de língua estrangeira: a relação teoria-prática no contexto brasileiro. In Consolo, D. A. & Teixeira da Silva, V. L. (orgs.) Olhares sobre Competências do Professor de Língua Estrangeira: da Formação ao Desempenho Profissional, São José do Rio Preto:Editora HN, 2007, p CONSOLO, D. A. Posturas sobre Avaliação da Proficiência Oral do Professor de Língua Estrangeira: implicações para o Cenário Brasileiro. In M. M Freire, M. H. Vieira-Abrahão, A. M. F. Barcelos (orgs.) Lingüística Aplicada e Contemporaneidade, Campinas:Pontes & São Paulo:ALAB, 2005a, p

13 CONSOLO, D. A. Competência Lingüística em Língua Inglesa de Alunos de Letras: definição de Parâmetros na Formação e Avaliação da Proficiência Oral do Professor de Língua Estrangeira. Projeto Trienal de Pesquisa. São José do Rio Preto:UNESP, 2005b. CONSOLO, D. A. A construção de um instrumento de avaliação da proficiência oral do professor de língua estrangeira. Trabalhos em Lingüística Aplicada, vol. 43, n o 2, 2004, p CONSOLO, D. A. A (In)Competência Lingüístico-Comunicativa de Alunos de Letras-Língua Estrangeira: construto e tendências na Formação do Professor. Projeto Trienal de Pesquisa. São José do Rio Preto:UNESP, CONSOLO, D. A. O Livro Didático como Insumo na Aula de Língua Estrangeira (Inglês) na Escola Pública. Dissertação de Mestrado em Lingüística Aplicada. Campinas:UNICAMP, Instituto de Estudos da Linguagem, 1990, 488 pags. CONSOLO, D. A., GUERREIRO, G. M. S. & SILVA, C. V. Um estudo sobre a competência lingüísticocomunicativa em língua inglesa de alunos formandos em Letras: implicações para a formação de professores. Contexturas, vol. 10, 2006, p CONSOLO, D. A. & TEIXEIRA DA SILVA, V. L. The TEPOLI test: Construct, updated tasks and new parameters to assess EFL teachers oral proficiency. Anais do I Congresso Internacional da ABRAPUI. Belo Horizonte:UFMG, 2007 (CD-ROM). DIAS, E. Falar ou Não Falar: eis a questão!. Dissertação de Mestrado em Estudos Lingüísticos. São José do Rio Preto:UNESP, IBILCE, 2003, 199 pags. DOUGLAS, D. Assessing Languages for Specific Purposes. Cambridge:Cambridge University Press, ELDER, C. Assessing the language proficiency of teachers: are there any border controls? Language Testing, vol. 18, n o 2, 2001, p ELDER, C. Are raters judgements of language teacher effectiveness wholly language based? Melbourne Papers in Language Testing, vol. 3, n o 2, 1994, p FERNANDES, A. M. Relatório Final de Iniciação Científica (PIBIC/CNPq). São José do Rio Preto:UNESP, GARCIA, T. S. Uma Proposta de Comunicação em Língua Estrangeira (Inglês) em Escola Pública. Dissertação de Mestrado em Educação. Marília:UNESP, Faculdade de Educação, 2001, 313 pags. GILLHAM, B. Developing a Questionnaire. London & New York:Continuum, 2000a. GILLHAM, B. The Research Interview. London & New York:Continuum, 2000b.

14 IBRAHIM, M. P. B. A Interação Oral de uma Professora Não-Nativa em Aulas de Língua Estrangeira (Inglês). Dissertação de Mestrado em Estudos Lingüísticos. São José do Rio Preto:UNESP, IBILCE, 2006, 200 pags. KAYA-CARTON, E.; CARTON, A. S. & DANDONOLI, P. Developing a computer-adaptive test of French reading proficiency. In Dunkel, P. (org.) Computer-assisted language learning and testing: Research issues and practice, New York:Newbury House, 1991, p LANZONI, H. P. Exame de Proficiência em Leitura de Textos Acadêmicos em Inglês: um Estudo sobre Efeito Retroativo. Tese de Doutorado em Linguística Aplicada. Campinas:UNICAMP, Instituto de Estudos da Linguagem, 2004, 247 pags. LAZARATON, A. A Qualitative Approach to the Validation of Oral Language Tests. Studies in Language Testing 14. Cambridge:Cambridge University Press, LLURDA, E. On competence, proficiency and communicative language ability. International Journal of Applied Linguistics, vol. 10, n o 1, 2000, p MARTINS, T. H. B. Subsídios para a Elaboração de um Exame de Proficiência para Professores de Inglês. Dissertação de Mestrado em Lingüística Aplicada. Campinas:UNICAMP, Instituto de Estudos da Linguagem, 2005, 115 pags. McNAMARA, T. Language Testing. Oxford:Oxford University Press, PINHEL, C. O. Reflexões sobre a leitura em aulas de inglês como língua estrangeira em uma escola pública. In D. A. Consolo & M. H. Vieira-Abrahão (eds.) Pesquisas em Lingüística Aplicada: ensino e aprendizagem de língua estrangeira, São Paulo:Editora UNESP, 2004, p PINTO, E. S. Buscando Alternativas para o Desenvolvimento da Competência Gramatical de Alunos de um Curso de Letras de uma Faculdade Particular. Dissertação de Mestrado em Estudos Lingüísticos. São José do Rio Preto:UNESP, IBILCE, 2004, 216 pags. SCARAMUCCI, M. V. R. Efeito retroativo da avaliação no ensino/aprendizagem de línguas: o estado da arte. Trabalhos em Lingüística Aplicada, vol. 43, n o 2, 2004, p SHOHAMY, E. The Power of Tests. Harlow:Longman/Pearson, SILVA, C. V. A (In)Competência Lingüístico-Comunicativa de Alunos de Letras-Língua Inglesa: construto e tendências na Formação do Professor. Relatório parcial de estágio de Iniciação Científica PIBIC/CNPq. São José do Rio Preto:UNESP, 2003.

15 TEACHING KNOWLEDGE TEST Knowledge About Language (KAL) Handbook for teachers. Cambridge:Cambride ESOL (disponível em - acessado em 03/11/2008). TEIXEIRA DA SILVA, V. L. Fluência Oral: Imaginário, Construto e Realidade num Curso de Letras/LE. Tese de Doutorado em Lingüística Aplicada. Campinas:UNICAMP, Instituto de Estudos da Linguagem, 2000, 265 pags. YOUNG, R.; SHERMIS, M. D.; BRUTTEN, S. & PERKINS, K. From conventional to computer-adaptive testing of ESL reading comprehension. System, vol. 24, n o 1, 1996, p WEIR, C. J. Understanding and Developing Language Tests. New York:Phoenix ELT, Notes [1] All the authors are members of the research group Ensino e Aprendizagem de Língua Estrangeira: crenças, construtos e competências (CNPq/UNESP). [2] Test of Oral proficiency in English. The TEPOLI will be dealt with in the section on the research methodology of our investigation. [3] English for Speakers of Other Languages (for more information, see [4] Test of English as a Foreign Language (ibid, [5] It is relevant to mention that Cambridge ESOL has developed the KAL module (Knowledge About Language) for the TKT examination (Teaching Knowledge Test), which includes lexicon, phonology, grammar and speech, under the perspective of the linguistic needs of language teachers (KAL, Handbook, Introduction, p.2). [6] Studies on the adaptability of tests had appeared in the Nineties, as for example, Brown and Iwashita (1996), Kaya-Carton, Carton and Dandonoli (1991), and Young, Shermis, Brutten and Perkins (1996). The results of these studies suggest that construto of `adaptability of tests' is applied in efficient way for the evaluation of the reading ability but that they can also be applied to the other abilities. [7] International English Language Testing Service. [8] [9] The choice of contexts to investigate has been based on the criteria of access and feasibility to collect data and not in procedures of rigorously scientific context determination for data sampling, as those used by Baghin- Spinelli (2002). If, on the one hand, the data of Project 1 can be seen as limited or restricted, for another one, the results of Baghin-Spinelli corroborate many of the results reached by Projects 1 and 2 to date, and converge to the problem of language proficiency among English language teachers in Brazil.