This book tells the story of the British Council's seventy-five year
involvement in the field of English language testing. The first section
of the book explores the role of the British Council in spreading
British influence around the world through the export of British English
language examinations and British expertise in language testing. Founded
in 1934, the organisation formally entered the world of English language
testing with the signing of an agreement with the University of
Cambridge Local Examination Syndicate (UCLES) in 1941. This agreement,
which was to last until 1993, saw the British Council provide
substantial English as a Foreign Language (EFL) expertise and technical
and financial assistance to help UCLES develop their suite of English
language tests. Perhaps the high points of this phase were the British
Council inspired Cambridge Diploma of English Studies introduced in the
1940s and the central role played by the British Council in the
conceptualisation and development of the highly innovative English
Language Testing Service (ELTS) in the 1970s, the precursor to the
present day International English Language Testing System (IELTS).
British Council support for the development of indigenous national
English language tests around the world over the last thirty years
further enhanced the promotion of English and the creation of soft power
for Britain. In the early 1990s the focus of the British Council changed
from test development to delivery of British examinations through its
global network. However, by the early years of the 21st century, the
organisation was actively considering a return to test development, a
strategy that was realised with the founding of the Assessment Research
Group in early 2012. This was followed later that year by the
introduction of the Aptis English language testing service; the first
major test developed in-house for over thirty years. As well as setting
the stage for the re-emergence of professional expertise in language
testing within the organisation, these initiatives have resulted in a
growing strategic influence for the organisation on assessment in
English language education. This influence derives from a commitment to
test localisation, the development and provision of flexible, accessible
and affordable tests and an efficient delivery, marking and reporting
system underpinned by an innovative socio-cognitive approach to language
testing. This final period can be seen as a clear return by the British
Council to using language testing as a tool for enhancing soft power for
Britain: a return to the original raison d'etre of the organisation.
