The use of grounded theory methodology (GTM) is rare in the field of language testing as indicated by the literature survey. However, this study used GTM in a study on first year undergraduate students writing skills in Fiji. The study used the Common European Framework for Reference (CEFR) to evaluate student writing skills successfully at a university in Fiji. The CEFR is one of the most comprehensive frameworks for language evaluation that has been widely used by language testing organisations mostly in Western countries. This paper takes a methodological position rather than looking at empirical data from the research to engage novice users of GTM to apply it to the field of linguistics, specifically to language testing research. It provides step-by-step guide and a discussion of relevant literature that attest to the use of GTM in linguistics. The methodological contributions and the unique data set of the study will advance scholarly and social policy conversations on this topic. The study makes an original contribution to the body of knowledge on how grounded theory research methodologies can be applied to a longitudinal language testing research context. At present, language testing in higher education relies on data from conventional formative and normative assessments. Approaches such as grounded theory and longitudinal research design have rarely been used. The paper will benefit novice researchers such as Masters and PhD scholars as well as policy makers in applying the methodology to their studies.

English is the main lingua franca among the various ethnolinguistic groups in Fiji. This results in a sociocultural problem when students enter universities from different high school backgrounds. To this end, this study analysed the level of difference in writing abilities at the beginning of the first year of study and at the end of the first-year program of undergraduate students. The goal was to generate new insights that could inform ongoing efforts towards ameliorating academic English language proficiency in Fiji. The study took place at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university program. This study used the Common European Framework of Reference for Languages (CEFR) to evaluate student writing skills and for the development of curricula to meet students' needs. The study employed quantitative research design to a longitudinal language testing research context. The CEFR was successful in gauging the student's preparedness for university study and work life. Out of the 120 students, it was observed that from the 62 students who were at the A1 level at the end beginning of the year progressed to levels B1 and B2. Out of 62, 21 moved to B1 where 41 moved to B2. Further, 49 students from A2 level also progressed as 44 of these students had B2 and another 5 made substantial improvement by moving up to C1 level. The findings of this study can be used in improving support systems to enhance the smooth transition of multilingual students from high school through university and into the workforce. The analyses have the potential to provide insights into how Fijian undergraduate students are performing compared to students in other countries and how the EFL curriculum might be adapted to students' needs.

The global education system came under scrutiny in 2020 due to the unexpected pandemic. COVID-19 forced higher education institutions everywhere to rethink the way to deliver classes or continue offering their services due to travel restrictions, lockdowns and social distancing policies. This caused major disruptions in carrying out normal teaching and learning. The intervention of university leadership in maintaining decorum during the pandemic entailed making pivotal decisions within a short period of time. The aim of this paper is to highlight various statements made by a group of universities from Fiji and New Zealand to present their position, and policies during the global pandemic. This article discusses how university leaders in the South Pacific with a case study of Fiji and New Zealand have responded to the pandemic. It discusses the statements and media releases of university leaders in Fiji (a developing nation) and New Zealand (a developed nation), particularly their responses and comments on the mode of teaching, international travel, social distancing, financial impact, and research. These focus areas need to be priority for university leaders in making crucial decisions in operating higher education institutions during unexpected events such as the pandemic.

Language testing is a complex field of study as there are various factors that need to be taken into account when preparing and assessing the students’ language proficiency. However, it plays a pivotal role in society. With the results of language tests used for immigration purposes, university entrance qualifications as well as employment opportunities. Scholars attest that it is obligatory for language teachers to constantly ‘assess their students’ oral and written performances’, and the Common European Framework of Reference for Language (CEFR) offers a variety of oral and writing scales which provide the ‘opportunity for a common standard’. This paper argues the significant gaps that are yet to be address in a language testing research and highlights why a study needs to be conducted in Fiji with the university students. The article discusses applying a quantitative methodology thus, a longitudinal research design to conduct a language testing study on writing proficiency levels of undergraduate students; compare the writing proficiency levels of pre-first year and post-first year university students by using academic essay tests of the same cohort; and finally determine undergraduate students’ progress (or lack of) in written English over the course of their program.

The total population of Fiji is estimated at around 900,000. According to a census of 2007, 64 per cent of the population was Christians, 28 per cent Hindus and 6 per cent Muslims (Fiji US Embassy, 2017: para. 1). In building and shaping of Fiji, the contributions of Hindus cannot be ignored. They have always taken a step forward in ensuring that their skills, knowledge and experiences are put in best practice for the country. Our forefathers ensured that the practice of Hinduism continued from the very beginning" so, they built temples all around Fiji as well as established schools.

It is rather apt timing that Sociolinguistics in England is welcomed in the world of academia. The distinguished collection of authors, who specialize in the field of sociolinguistics, portrays a rich variety of studies to dig into. It is essential for a book such as this to take the audience from the beginning of the field to the future directions for research, and it is noteworthy that it has been able to achieve that and more.

Purpose – The goal of this article is two-fold. The first is to contribute new insights to inform education policies for addressing the underlying educational inequalities and injustices that are caused by lack of epistemic access in the context of Fiji higher education. The second is to explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries.

Design/methodology/approach – To explore how the Grounded Theory Methodology can be applied to longitudinal language testing research that seeks to reverse epistemic injustices and educational inequalities in Fiji and other comparable multilingual countries. The study was conducted at a university in Fiji where 120 students were sampled at the beginning of the first year and at the end of their first year of university programme. The same cohort was tracked throughout the project, out of which 30 students were interviewed at the end of the first year.

Findings – The four indicators include: (1) lack of teaching and learning resources, (2) language barriers, (3) problems with the medium of instruction and (4) shortage of experienced teachers.

Originality/value – Although widely acknowledged in previous studies from elsewhere, the indicators of educational inequalities identified in this study are worth reporting on due to the unique socio-cultural and linguistic context of Fiji.

The chapter seeks to unsettle the negative consequences of colonisation in education and the need for decolonising the teaching materials. It argues that in the Pacific Island countries, the most common forms of educational inequalities concern the curriculum, lack of resources, language of instruction, shortage of teachers, as well as gender inequalities in schools. The chapter also brings to light the impact of poor infrastructure and the gap between urban and rural schools as some of the key contributors to educational inequalities. It concludes with suggestions on how the identified forms of educational inequalities might be addressed.