Keywords

second language placement, placement testing, language program administration, learner proficiency levels, program administration

Abstract

A perennial issue that nearly all language programs face with the arrival of new students is: where is the best place for each student to begin their course of study within our curricular structure given their current language abilities? When students have no previous language learning experience, the decision seems easy: place them in the beginning- level class. But when students have prior experience, deciding where they belong becomes more complicated given the wide range in the quality and quantity of previous exposure and the level of ability attained. Programmatic exigencies and resources may constrain student placement even further.

In this chapter, we will address core issues to consider regarding students, programs, and resources when creating placement protocols and procedures. The placement policies a program adopts impact student enrollment, teaching methods, program size, and overall well- being. We start with a brief analysis of each aspect of second language student placement (students, programs, resources) and review relevant research on placement testing. Finally, we provide real- life examples from our experiences placing students in various programs, including intensive English language programs, university non- English courses, and online English programs, highlighting lessons learned from unintended consequences.

Original Publication Citation

Cox, T. & Wilcox, M.P (Accepted for Publication, September 9, 2024). Putting Students in Their Place. The Role of Placement Testing in Language Programs. In A. V. Brown, C. Crane, B. Dupuy, E. Ene (co-editors) (Eds.) Routledge Handbook of Language Program Administration Routledge. https://www.routledge.com/The-Routledge-Handbook-of-Language-Program-Development-and-Administration/Brown-Crane-Dupuy-Ene/p/book/9781032420240