Assessing young language leaners

Puri, Vandana (2014) Assessing young language leaners. Language and Language Teaching, 3 (2). pp. 55-56. ISSN 2277-307X

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Assessing Young Language Leaners provides a framework for assessment of language learning in the early years of formal education (5-13 years), in both foreign language (language rarely heard outside the classroom) and second language (learning a language to communicate with the community at large) learning situations. It comprises of 10 chapters. The first chapter introduces the readers to the importance of assessment in the case of young language learners. In terms of cognitive growth, the author suggests that children between the ages of 5-7 years learn by direct experience; from 8 to 10 years students can manipulate ideas, but direct experience is still important; and from the ages of 11 to 13 years, they are able to talk about recent events, plans for the future and career aspirations. It is important to take into account all these cognitive stages of development for appropriate assessment. Moreover, effective assessment should also take into account the child’s likes and interests, the impact of peer influence, and his / her physical growth and culture. In chapter 2, the author discusses the theoretical background for ‘language use ability’. She also discusses the ideas of social language, academic language and the concept of linguistic interdependence. Chapter 3 outlines the current research in the assessment of young language learners. Chapter 4 is about the Volume 3 Number 2 Issue 6 July 2014 55assessment of language through tasks. Chapter 5 deals with classroom assessments such as formative, summative, on-the-run and planned assessment. Chapter 6 talks about learning

Item Type: Articles in APF Magazines
Authors: Puri, Vandana
Document Language:
Uncontrolled Keywords: assessment of language through tasks. Chapter classroom,assessments formative,
Subjects: Language
Divisions: Azim Premji University > University Publications > Language and Language Teaching
Full Text Status: Public
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