The pedagogy favoured by English teaching implicitly seeks to reproduce the dominant culture whilst through its students it maintains the status quo. However, it is increasingly becoming popular to question such pedagogies. Questioning such pedagogies is one way of disrupting the culture of dominance, thus prioritising the legitimacy of local cultures. This further creates understanding of the discourses that inform students’ interaction with knowledge construction and reception. This paper analyses a challenge test, an entry test, given to potential BA Honours students. Grounded in critical pedagogy, the paper argues that the adoption of norm-referenced assessment as opposed to criterionreferenced assessment has placed English as a gatekeeping mechanism. The analysis reveals that the lecturer continues to exercise dominance. Furthermore, following ethnographic thick description of the motivations and contexts that inform the students’ writing, the paper postulates that the assessment downplays the discourses represented in the texts. This reveals the imperialistic agenda that is embedded in the comments given by lecturers. The paper thus reveals how the assessment reflects the hegemony of English offering. Thus, adopting critical pedagogy brings into focus the contradictions that mainstream pedagogy fosters in inculcating the culture of student subservience whilst promoting the bureaucratic elitist position of the lecturer.

中文翻译：

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英语评估中的语言帝国主义：以南非一所历史悠久的黑人大学为例

英语教学所偏爱的教学法隐式地试图再现主导文化，而通过其学生则保持现状。但是，质疑这种教学法变得越来越普遍。对这样的教学法提出质疑是破坏统治文化的一种方式，因此优先考虑当地文化的合法性。这进一步建立了对有助于学生与知识建构和接受互动的话语的理解。本文分析了针对潜在的BA Honors学生的挑战测试，即入学测试。该论文基于批判性教学法，认为通过采用规范参考评估而不是标准参考评估，已将英语作为看门人机制。分析表明，讲师继续发挥主导作用。此外，根据人种学对有助于学生写作的动机和语境的详尽描述，本文假定评估不重视课文中所代表的话语。这揭示了嵌入在讲师评论中的帝国主义议程。因此，本文揭示了评估是如何反映英语奉献的霸权。因此，采用批判性教学法使主流教学法在灌输学生从属文化的同时促进讲师的官僚精英地位的矛盾日益突出。这揭示了嵌入在讲师评论中的帝国主义议程。因此，本文揭示了评估是如何反映英语奉献的霸权。因此，采用批判性教学法使主流教学法在灌输学生从属文化的同时促进讲师的官僚精英地位的矛盾日益突出。这揭示了嵌入在讲师评论中的帝国主义议程。因此，本文揭示了评估是如何反映英语奉献的霸权。因此，采用批判性教学法使主流教学法在灌输学生从属文化的同时促进讲师的官僚精英地位的矛盾日益突出。