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 the Common European Framework of
Reference for Languages (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 focuses 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.
