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ELT Journal 1997 51(4):370-373; doi:10.1093/elt/51.4.370
© 1997 by Oxford University Press
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Articles

IELTS: global implications of curriculum and materials design

Craig Wallace

Currently Director of the ELS Language Centre at Charles Sturt University in Sydney, Australia. In addition to TESOL qualifications he has an MA in Educational Administration specializing in ELT. He has worked extensively in tertiary education in the Arabian Gulf, Australia, New Zealand, and Europe. His current research interests include the effect of first language instruction methods on Middle Eastern students' literacy performance, and the implications of quality processes in the management of ELT contexts.

This paper queries the removal of a link between reading and writing tasks in the International English Language Testing System (IELTS) examinations since April 1995 on two grounds: that it is prejudicial to the success of some students from a non-English speaking background, whose first language cultures may not provide them with appropriate schemata to be able to perform the writing tasks effectively; and that it is unrealistic in terms of the measurement of important study/inguistic skills required in university study—exactly what this examination was established to assess.


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