| Summary: | Learners of ESOL (English for speakers of other languages) in England and Wales come from a variety of backgrounds including levels of previous education. Under current regulations, for reasons of accountability, learners on courses in Adult and Further Education institutions are required to undergo an assessment of attainment on completion of the course. Teachers are therefore faced with the challenge of preparing diverse groups of learners for nationally set assessment procedures while also equipping these learners to function and progress in the society in which they now live. Previous research has shown that learners do not always engage with the concepts and strategies of test-taking, especially if they have little or no previous experience of education and are studying English at beginner or low intermediate level. What are the factors affecting the extent of this engagement? One factor to consider is the role of the teacher and how teachers perceive this role. This thesis uses a case study method to investigate how teachers approach the issue of learner engagement with tests and to probe the assumptions and perceptions that underpin the teachers’ approaches. Qualitative research, based on individual interviews and classroom observations, provides information on three main themes: how the teachers position themselves vis-à-vis others in their professional environment; how far they are drawing on their own experience of test-taking; and how closely their actual teaching relates to their voiced perceptions. Implications are discussed for developing future teacher education strategies to promote self-discovery regarding the influences of the systems under which teachers are working and of their own educational backgrounds with particular reference to test-taking.
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