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This volume offers new insights into the assessment of the language
of Young Learners (YLs). YLs are defined here as being from 5 to 17
years, and are treated as three distinct subgroups: younger
children (5/6 to 8/9 years), older children (8/9 to 12/13 years)
and teenagers (12/13 to 17 years).The first half addresses
fundamental issues, beginning with the characteristics of YLs and
how these are manifested in first language development. The authors
consider the potential ability of each age group to perform in a
second or foreign language, proposing a rough age-related
correspondence with CEFR levels. Finally, principles of assessment,
specifically formative assessment and testing, are presented in the
light of linguistic, cognitive and social development.The second
half focusses on testing a range of 'skills'. Theoretical models of
performance are introduced, followed by a practical analysis of
approaches to the testing of each skill for the three age groups,
illustrated with examples. The authors conclude by summing up
developmental characteristics of each age group, and their
implications for language testing.The book is intended for a wide
readership within the field of teaching and assessing the language
of young learners. Researchers are offered scope for further
investigation of what emerges from the discussion, while
practitioners will hopefully find support in their day-to-day work
with YLs.
This volume offers new insights into the assessment of the language
of Young Learners (YLs). YLs are defined here as being from 5 to 17
years, and are treated as three distinct subgroups: younger
children (5/6 to 8/9 years), older children (8/9 to 12/13 years)
and teenagers (12/13 to 17 years).The first half addresses
fundamental issues, beginning with the characteristics of YLs and
how these are manifested in first language development. The authors
consider the potential ability of each age group to perform in a
second or foreign language, proposing a rough age-related
correspondence with CEFR levels. Finally, principles of assessment,
specifically formative assessment and testing, are presented in the
light of linguistic, cognitive and social development.The second
half focusses on testing a range of 'skills'. Theoretical models of
performance are introduced, followed by a practical analysis of
approaches to the testing of each skill for the three age groups,
illustrated with examples. The authors conclude by summing up
developmental characteristics of each age group, and their
implications for language testing.The book is intended for a wide
readership within the field of teaching and assessing the language
of young learners. Researchers are offered scope for further
investigation of what emerges from the discussion, while
practitioners will hopefully find support in their day-to-day work
with YLs.
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