Download PDF by Penny McKay: Assessing Young Language Learners (Cambridge Language

By Penny McKay

ISBN-10: 0511733097

ISBN-13: 9780511733093

ISBN-10: 0521601231

ISBN-13: 9780521601238

ISBN-10: 0521841380

ISBN-13: 9780521841382

During this ebook the writer builds a complete framework for the review of younger language freshmen in either international language and moment language studying occasions. She starts via contemplating why we'd like a unique e-book on younger learner evaluate, and describes the character of younger learner language studying. The evaluate procedure is task-based and is focused round initiatives and methods compatible for younger newbies, with specific emphasis on school room evaluate. Oral language evaluate, and examining and writing overview are addressed in separate chapters, as is the large-scale checking out of younger newcomers. Underpinned by means of sound concept, the ebook is stuffed with useful directions, and attracts on examples of evaluation contexts, concerns and practices from around the globe. Assessing younger Language beginners used to be winner of the Kenneth W Mildenberger Prize in 2006.

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Extra resources for Assessing Young Language Learners (Cambridge Language Assessment)

Example text

Children are growing cognitively, socially, emotionally and physically. They are developing literacy knowledge, skills and understandings that may or may not be transferred from their first language; young children take some time to develop in this way and most are still doing so as they begin to learn the new language at school. In addition, children are vulnerable to criticism or failure, more than older learners who in general are able to draw on a sense of worth that can withstand failure in an assessment task.

232). , exposure to the second language, teacher attitudes and expectations, and motivational factors). Cummins’ theories remind us that cognitive processes in language learning do not happen in isolation but are tied to the child’s first language abilities, and to the child’s cognitive abilities developed within the first language. The foreign and second language learner is not a tabula Young learners and language learning 41 rasa, or a blank slate, but comes with linguistic and cognitive abilities that have a strong influence on subsequent language learning and cognitive development.

There are sometimes tensions between pedagogic purposes for assessment, aimed primarily at promoting learning and administrative purposes for assessment, aimed primarily at furnishing information about the performance of children and schools to Education Department administrators and others, who use this information for management and accountability purposes. These two purposes overlap to some degree; however, it has been found that administrative purposes often tend to prevail over pedagogic purposes since highstakes accountability and resource-allocation decisions inevitably impact strongly on children’s and teachers’ futures.

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Assessing Young Language Learners (Cambridge Language Assessment) by Penny McKay


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