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This book brings together 13 original research papers that address emerging issues in the assessment of Chinese as a Second Language (CSL) in five major areas, including standards in CSL assessment; development of CSL tests; assessment of diverse knowledge and skills; computer-supported assessment; and CSL assessment in relation to instruction and teachers’ assessment competence. It goes beyond the psychometric testing of Chinese and provides cutting-edge examinations of the interfaces of assessment with sociology of language, acquisition, pedagogy, and modern technologies, as well as teacher education. Given its unique features and broad range of topics, the book offers an intriguing and valuable resource, not only for scholars and researchers but also teacher educators and assessment practitioners who are directly or indirectly involved in CSL assessment.

Education. --- Chinese language. --- Language and education. --- Assessment. --- Language Education. --- Chinese. --- Assessment, Testing and Evaluation. --- Chinese language --- Study and teaching. --- Ability testing. --- Educational linguistics --- Education --- Language and languages --- Sino-Tibetan languages --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Language and languages. --- Educational tests and measuremen. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Asia --- Educational tests and measurements. --- Asian Languages. --- Assessment and Testing. --- Languages. --- Educational assessment --- Educational measurements --- Mental tests --- Tests and measurements in education --- Psychological tests for children --- Psychometrics --- Examinations --- Psychological tests --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools --- Rating of

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This book brings together 13 original research papers that address emerging issues in the assessment of Chinese as a Second Language (CSL) in five major areas, including standards in CSL assessment; development of CSL tests; assessment of diverse knowledge and skills; computer-supported assessment; and CSL assessment in relation to instruction and teachers’ assessment competence. It goes beyond the psychometric testing of Chinese and provides cutting-edge examinations of the interfaces of assessment with sociology of language, acquisition, pedagogy, and modern technologies, as well as teacher education. Given its unique features and broad range of topics, the book offers an intriguing and valuable resource, not only for scholars and researchers but also teacher educators and assessment practitioners who are directly or indirectly involved in CSL assessment.

Didactic evaluation --- Teaching --- Didactics of languages --- Linguistics --- Chinese languages --- Chinees --- evaluatie (onderwijs) --- onderwijs --- talenonderwijs --- linguïstiek --- tweede taal --- China

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This volume addresses the complexity of metalinguistic awareness to achieve a thorough account of its impacts on second language (L2) reading development and promotes an in-depth understanding of the factors regulating the influence of first language (L1) metalinguistic awareness on L2 reading.

Language awareness. --- Metalanguage --- Second language acquisition. --- Reading. --- Social aspects.

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This volume brings together original papers from language education scholars from around the world to explore, exemplify, and discuss the multiplicity of boundary crossing in language education. It emphasizes the potential of boundary crossing for expansive learning, and aims to generate new insights, through boundary crossing, into the complexity of language education and approaches to innovative practices. This volume also underscores the important role of expert boundary crossers. In particular, it aims to honor G. Richard Tucker, Paul Mellon University Professor Emeritus of Applied Linguistics at Carnegie Mellon University, celebrating his distinguished scholarship on language education and paying tribute to the inspiration and mentorship he has given to the contributors of this volume to cross boundaries academically and professionally. This volume is organized into four sections, namely, language learning and development; teachers and instructional processes; program innovation, implementation, and evaluation; and language-in-education policy and planning. These sections or themes, which are necessarily cross-cutting, also represent the major areas of scholarship where Prof. Tucker has made distinguished contributions for over half a century.

Didactics of languages --- Linguistics --- talenonderwijs --- linguïstiek