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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 make over 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.

English Language --- English --- Languages & Literatures --- English language --- Linguistics --- Study and teaching. --- Linguistic science --- Science of language --- Language and languages --- Language and languages. --- Educational tests and measuremen. --- Language Education. --- Assessment, Testing and Evaluation. --- Learning & Instruction. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Language and education. --- Assessment. --- Learning. --- Instruction. --- Learning process --- Comprehension --- Education --- Educational linguistics --- Educational tests and measurements. --- Learning, Psychology of. --- Assessment and Testing. --- Instructional Psychology. --- Learning --- Psychology of learning --- Educational psychology --- Learning ability --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Students --- Examinations --- Psychological tests --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools --- Psychological aspects --- Rating of

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Modern languages are offered to young learners at an increasingly early age in many countries; yet few publications have focused on what is available to children in different contexts. This volume fills this gap by documenting the state-of-the-art in researching young language learners using a variety of research methods. It demonstrates how young children progress and benefit from an early exposure to modern languages in different educational contexts, and how affective, cognitive, social, linguistic and classroom-related factors interact in the processes. A special strength is the range of languages: although English is the most widely learnt language, chapters focus on various target languages: Croatian, French, English, German, Italian, Spanish and Ukrainian and the contexts include China, Croatia, Greece, Hungary, Ireland, Norway, Poland, the Ukraine, and the United Kingdom.

Language acquisition --- Bilingualism in children. --- Children --- Age factors in language acquisition --- Ability, Influence of age on --- Age factors. --- Second language acquisition research. --- Second language acquisition research series --- Second language research (Mahwah, N.J.) --- Interpersonal communication in children --- Psycholinguistics --- MFL and young learners. --- SLA. --- Second Language Acquisition. --- age and SLA. --- early exposure to modern languages. --- early learning of foreign languages. --- foreign language learning. --- modern foreign languages. --- primary language learners. --- second language learning. --- young language learners. --- young learners.

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• Reference Manager
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