This study investigated the relationship between examinee proficiency and the structure of the Test of English as a Foreign Language (TOEFL) and the Speaking proficiency in English Assessment Kit (SPEAK). Specifically, using multi-group structural equation modeling, this study tested two competing hypotheses about the relationship: whether or not the dimensions of language ability become more or less differentiated as a function of increasing examinee proficiency. Among four alternative models (a second-order model, a correlated specific factor model, a single general factor model, and a totally divisible model), a second-order factor model was established as a baseline model for three ability groups and then estimated simultaneously with cross-group equality imposed. The results showed that the tests were partially equivalent, thereby supporting neither of the hypotheses. Finally, the multiple indicators and multiple causes modeling analysis suggested that the language backgrounds of test-takers were related to measurement non-invariance.

Prior studies on novice teachers' adjustment to the school environment have shown that many new teachers adopt the teaching practices of existing teachers. By exploring the reasons why new teachers with a proficient command of English end up conducting English classes in Korean, this study analyzed factors influencing the socialization of new teachers. Analyses of questionnaires, interviews, and critical incident reports show that the choice of instructional language was influenced by institutional constraints, school culture, and norms surrounding the teaching and learning of English, rather than the teacher's individual capabilities. The results suggest that a more important factor than the individual teacher's ability is creating school systems and school cultures that enable teachers to apply the teaching methods they were trained to use.

Placing heritage Speakers into Korean language classes is a challenging task because they display a wide range of proficiencies. Since Standard placement tests often fail to place students effectively within a program, placement procedures that take into account heritage language use need to be developed. This article describes the Steps that the University of California, Los Angeles' Korean program took to place heritage students into appropriate levels of instruction. Since total scores did not accurately reflect test takers' linguistic profiles, a noncompensatory scoring approach was adopted to ensure that they demonstrated a minimum level of ability in every component tested. The article also offers placement strategies that can be applied to a wide variety of instructional settings.