‘Entrance to courses is frequently restricted by high prerequisites in terms of prior academic performance (Arendt, Lange, & Wakefield, 1986; Crawford-Lange, 1985; Lange, 1987). This elitism is curious when one considers that it operates under the assumption that some students cannot learn a second language when virtually all students have achieved proficiency in a first language (Crawford & McLaren 2004, p. 141).
Should Higher Education institutes in native English-speaking countries request from Non-native English Speakers (NNES) English proficiency requirements for entry without mandating the same proficiency tests for Native English Speakers (NES)?
Some Higher Education institutes in native English-speaking countries require proof of proficiency from Non-native English-speaking individuals for entrance. There is no question that students need to communicate in the target culture language. However, these institutes enforce strict IELTS band scores for each language skill (reading, writing, speaking, and listening) from NNES but do not mandate that NES undertake the proficiency test. This assumes that NES are naturally skilled in reading, writing, speaking, and listening, whereas, in reality, not all NES have strong writing or reading skills.
Arguments to consider:
1) Some NNES might have exam anxiety, which puts them at a disadvantage when taking English proficiency tests.
2) Some topics in English proficiency tests are specific to NES cultures that NNES may be unfamiliar with.
3) NNES should have the opportunity to be accepted regardless of their English proficiency scores with options for prerequisite courses for improvement.
4) Different cultures have different writing styles. Language Tests assessors might not be familiar with these cultural differences, which may affect grading.
The question of English proficiency is a requirement by all the institutions with a some differences from one institution to another on the basis of the discipline every student wants to study.
You are certainly correct that not all native speakers are highly proficient, particularly in writing, but also in reading comprehension, grammar, and they may have limited vocabulary.
Years ago, in my master's program, I shared a classroom with some native speakers of Mandarin. They clearly often had no idea what the teacher was saying during periods of lecture.
Should the teacher have taught the university class using the Junior High English level, or should students in the program be expected to have a level of proficiency appropriate for post-high school studies?
I think it is not advisable for Higher Education institutes in native English-speaking countries to request English proficiency requirements exclusively from Non-native English Speakers (NNES) without mandating the same proficiency tests for Native English Speakers (NES). This practice may lead to discrimination and is not in line with the principles of fairness and equality in education.
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