Integrating Assessment into Early Language Learning and Teaching

The chapters in this book widen the scope of discussions on age-appropriate language pedagogy. They offer insights into how formative assessment has been implemented with the help of innovative approaches and assessment tasks in many contexts, and how childrens attitudes, motivation, anxiety, and aptitude interact in the process of learning and testing. The volume triangulates teachers and young learners perspectives. I recommend it for pre- and in-service teachers, teacher educators, and researchers. * Marianne Nikolov, Professor Emerita, University of Pcs, Hungary * This volume contains examples of the rigour, discipline and sensitivity that must be applied in developing and reviewing age-appropriate assessment techniques and practices that fit with instructional purposes in early years language instruction. It is useful to convince educational authorities and school management of the importance of assessment literacy among teachers. It provides teachers with ideas for how to make assessment an organic part of instruction with the aim of keeping young learners engaged and challenged. * Szilvia Papp, Independent Consultant, UK *

Danijela Proi-Santovac is an Assistant Professor in the Department of English Studies and the Head of the Centre for Languages at the Faculty of Philosophy, University of Novi Sad, Serbia. She teaches methodology courses on English Language Teaching at preschool and early school age as well as academic writing courses. In addition, her research interests include integrating children's literature into teaching, and her most recent publication is The Magical Art: Appropriation, Reception and Interpretation of Fairy Tale (2019). Shelagh Rixon was an Associate Professor in the Department of Applied Linguistics at the University of Warwick, UK until her retirement in 2010. Currently, she is an Associate Tutor for the MA in Applied Linguistics and TESOL at the University of Leicester, UK. Her research interests include the teaching of early English literacy to children learning English as a Foreign Language and the roles of assessment in primary school level English Language Teaching.

Chapter 1. Shelagh Rixon and Danijela Proi-Santovac: Introduction Part 1: Why testing is not enough Chapter 2. Jelena Mihaljevi Djigunovi: Affect and Assessment in Teaching L2 to Young Learners Chapter 3. Magorzata 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 Proi-Santovac, Danijela Radovi 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 Mouro: 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 Proi-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. Thoma 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. Samel Lefever: Assessment Policy and Practices of Early Language Learning in Iceland Chapter 16. Danijela Proi-Santovac, Vera Savi and Shelagh Rixon: Assessing Young English Language Learners in Serbia: Teachers Attitudes and Practices