Overview
- Offers need to know information on realistic goals for early language learning programs, their efficiency, and how much progress children make over time?
- Empirical studies on test design, development, and validation for early English learning
- Covers international, national, and small-scale tests and innovations in testing English as a Foreign language for students aged 6 to 13 in European and Asian contexts
Part of the book series: Educational Linguistics (EDUL, volume 25)
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Table of contents (13 chapters)
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Front Matter
Keywords
- English language pedagogy and testing
- English reading comprehension tests
- Language testing in Europe
- TESOL TEFL programs for young learners
- age-appropriate can do statements
- assessment of young language learners
- computer-based language testing
- diagnostic testing
- early language learning
- early learners of English as a foreign language
- empirical studies on teaching and testing EFL
- empirical studies on young EFL learners
- goals of early English language teaching
- language testing in Asian context
- national testing projects for young language learners
- reading comprehension tests
- self-assessment of language learners
- test development and validation for early english
- vocabulary testing
- learning and instruction
About this book
This volume documents international, national, and small-scale testing and assessment projects of English language education for young learners, across a range of educational contexts. It covers three main areas: age-appropriate ‘can do statements’ and task types for teaching and testing learners between the ages of 6 to 13; innovative approaches to self-assessment, diagnostic testing, self- perception, and computer-based testing; and findings on how young learners perform on vocabulary, listening, speaking, pronunciation, and reading comprehension tests in European and Asian contexts.
Early language learning has become a major trend in English language education around the globe. As a result of the spread of teaching English to a growing number of young children, assessment of and for learning have emerged as key issues. In line with this development, there is a clear and emerging need to make early language programs accountable and to assess both the progress children makeover time and to quantify their achievement at various stages of development. This volume informs stakeholders about the realistic goals of early language learning, their efficiency, and how much progress children make over time.
Editors and Affiliations
Bibliographic Information
Book Title: Assessing Young Learners of English: Global and Local Perspectives
Editors: Marianne Nikolov
Series Title: Educational Linguistics
DOI: https://doi.org/10.1007/978-3-319-22422-0
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer International Publishing Switzerland 2016
Hardcover ISBN: 978-3-319-22421-3Published: 09 November 2015
Softcover ISBN: 978-3-319-36159-8Published: 23 August 2016
eBook ISBN: 978-3-319-22422-0Published: 29 October 2015
Series ISSN: 1572-0292
Series E-ISSN: 2215-1656
Edition Number: 1
Number of Pages: XII, 338
Number of Illustrations: 48 b/w illustrations, 34 illustrations in colour
Topics: Language Education, Assessment, Testing and Evaluation, Learning & Instruction