Integrating Assessment into Early Language Learning and Teaching

The volume unites research and practice on integrating language learning, teaching and assessment at preschool and early school age. It includes chapters written by experts in the field who have studied some of the very youngest (pre-primary) children through to those up to the age of 12, in a variety of private and state contexts across Europe. The collection makes a much-needed contribution to the subject of appropriate assessment for children with the focus of many chapters being classroom-based assessment, particularly formative assessment, or the case for developing assessment skills in relation to even the youngest children. As a whole, the book provides useful case study insights for policymakers, teacher educators, researchers and postgraduate students with interest in or responsibility for how children are assessed in their language learning. It also provides practical ideas for practitioners who wish to implement greater integration of assessment and learning in their own contexts.

Table of Contents:
Chapter 1. Shelagh Rixon and Danijela Prošić-Santovac: Introduction Part 1: Why testing is not enough Chapter 2. Jelena Mihaljević Djigunović: Affect and Assessment in Teaching L2 to Young Learners Chapter 3. Małgorzata Tetiurka: Towards Developmentally Appropriate Assessment of Learning in a Young Learner Classroom Chapter 4. Irma-Kaarina Ghosn: Integrating Instruction and Assessment in the Young Learner Classroom Chapter 5. Danijela Prošić-Santovac, Danijela Radović and Stanislava Popov: We Scare Because We Care: Young Learners and Test Anxiety Part 2: Integrating Assessment into Learning and Teaching: Approaches Chapter 6. Gail Ellis and Shelagh Rixon: Assessment for Learning with Younger Learners: Is Thinking about Their Learning a Step Too Far? Chapter 7. Alison Porter: Exploring Roles for Formative Assessment in Primary FL Classrooms: Looking Through a Primary FL Classroom Window Chapter 8. Sandie Mourão: Collaborative Approaches to Assessing Progression in English in an Early Language Learning Initiative: A Case Study Chapter 9. Sharon Ahlquist: Opportunities for Formative Assessment in the Storyline Approach   Part 3: Integrating Assessment into Learning and Teaching: Tools Chapter 10. Louise Courtney: Role Plays: A Versatile Tool for Assessing Young Learners Chapter 11. Danijela Prošić-Santovac and Ana Navratil: Assessment of Very Young Learners of English and the Joy of Puppetry: A Multiple Case Study Chapter 12. Dorota Campfield: Elicited Imitation: Potential for Integrated Teaching and Assessment Chapter 13. Thomaϊ Alexiou, Shadan Roghani and James Milton: Assessing the Vocabulary Knowledge of Pre-School Language Learners Part 4: From Policy to Practice through Professional Development Chapter 14. Joan Kang Shin and Joann (Jodi) Crandall: Developing Formative Assessment Practices for Young Learner English Teachers: A Professional Development Model in Peru Chapter 15. Samúel Lefever: Assessment Policy and Practices of Early Language Learning in Iceland Chapter 16. Danijela Prošić-Santovac, Vera Savić and Shelagh Rixon: Assessing Young English Language Learners in Serbia: Teachers’ Attitudes and Practices