Not long ago I read the article, “I Took the Communication and Literacy Skills Test and Lived (I Also Passed)” by Carey Reid [Field Notes, vol. 12, no. 4, Spring 2003]. The article’s stance surprised me. My experience indicates that the test is difficult for teaching professionals who do not have English as their first language. The people I tutor have taken the test at least twice (and one person four times) without passing it. They have taken classes, bought and studied practice texts, and have worked hard to gain the knowledge they need. After working with these adults, I cannot agree with some of the article’s conclusions.

Vocabulary knowledge is tested in two ways: multiple-choice questions on words taken from the passages themselves and “write-your-own definition” for six words. The vocabulary is not at the level of usual magazine and newspaper writing. Newspaper articles generally do not use words such as “disparage,” “ubiquitous,” “pernicious,” “ennui,” or “obsequious.” In fact, the booklet provided by the Massachusetts Department of Education says that the reading passages are drawn from college-level texts. One practice book lists approximately 550 words for review. Of these words, English speakers will recognize some of the words and will need to learn how to write the definitions. Non-native English speakers have to memorize much more since they will not recognize the words and might not know all the words in the definition. In fact, even the multiple-choice questions are difficult for ESL adults with a good command of English because they need also need to understand most of the words in the passage in order to use context clues.

Like the vocabulary words many of the reading passages are complex and difficult to read (even for native English language speakers). I suspect, based upon the practice books that I’ve seen, that the reading passages vary in complexity and comprehensibility. Some current passages, often with graphs, may have a lot of detail, but are easier to understand. However, some of the reading passages are written by 19th century writers such as Mark Twain or Nathaniel Hawthorne. These authors use a distinct, somewhat florid writing style. In addition, the reading passages also can use obsolete words or describe older cultural scenarios. While these passages may be hard for most English speakers, non-native speakers will need to work through a complex writing style, and an earlier historical period’s culture. Non-native English speakers might have a strong reading ability, but when faced with a variety of test passages, they will have much more difficulty in reading comprehension.

Another concern is the language that is used in the questions themselves. Some words like “bias” or “infer” are not words used in everyday English. In addition, tone and purpose are literary terms that may not be known to someone who has not studied literature or textual analysis in English. The ESL adults, therefore, also have to learn the vocabulary (and innuendo) of the test itself so that they can understand the questions.

Non-native speakers of English need to prepare in a different way for the Reading Subtest of the Communication and Literacy Skills. They have a larger learning curve, for a test that expects a high level of proficiency in the English language. They need to practice answering questions that reflect an actual test as much as possible. I also think that the preparatory classes are structured to help native English speakers who have gone through the U.S. education system. The instructors help as much as possible but cannot slow down or adjust a course to meet the needs of a few people. In addition, the non-native speakers that I tutor also must combat the stress of potentially losing their jobs if they do not pass. The test might not be impossible for ESL adults, but preparation for the test cannot be compared to that of a native English-language speaker.

The Massachusetts Department of Education is looking for teachers and administrators to model correct English to the students and to be able to communicate with parents and others in the community. Is a mandatory test without prior coursework or assistance the answer? Is a test that uses college-level texts (including literature) appropriate to determine English language ability of a guidance counselor? In sum, the test as given may weed out those who do not have strong academic comprehension and grammar skills in English, but it may also unfairly eliminate those to whom teaching and education is a passion and a gift.

Judith Nagata tutors ESL students in Amherst, MA. She can be reached at: jmnagata@amherst.edu