Exploring the sociolinguistic dimensions of language Proficiency testing: A critical examination of IELTS

Abstract

Language proficiency tests serve as gateways to various educational and professional opportunities, enabling individuals to communicate effectively and succeed in multilingual contexts. The IELTS is recognized globally as a benchmark for assessing English language proficiency. However, while the IELTS has been extensively researched for its reliability and validity, there is a growing recognition that language testing should not be viewed solely as a linguistic endeavour but also as a sociolinguistic one. Incorporating the voices of test candidates, this study employed an interpretation of the transformative-emancipatory research paradigm, as articulated by Johnson et al. (2016) based on Mertens' mixed methods approach. Due to the limited space provided, this empirical investigation compares performances on the same subject modules by eight candidates with different specialist backgrounds to find out the extent to which the sociolinguistic interface acknowledges the interplay between language use, social and cultural factors, and test performance and highlights the importance of understanding how these factors shape the outcomes of language assessments. Findings revealed that the utilization of the IELTS test primarily targeted individuals who are not predominantly White and Anglo-Saxon, those who are considered less favored within the evolving Australian society, and the government endorsed this in the 21st century.