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Assessing the Language of Young Learners

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Language Testing and Assessment

Part of the book series: Encyclopedia of Language and Education ((ELE))

Abstract

Developmental realities of young language learners (approximately ages 3–11 years) pose unique and challenging considerations for oral and written language assessment. This chapter first addresses construct definitions important for establishing a common understanding of language testing with young children. Both type (e.g., summative, formative) and purpose (e.g., accountability, diagnostic) of language testing commonly used in preschool and elementary (primary) school contexts are discussed. Developmental and cultural factors that need to be taken into account in assessing young learners are addressed. I conclude with work in progress and future directions for language test development involving empirically derived trajectories of language development, accounting for the intersection of language and content learning, the professional development of teachers around language learning and assessment, and further innovations with technology.

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Notes

  1. 1.

    Young learners of English are variably referred to as English learners (ELs), English language learners (ELLs), English as a second (ESL) or additional language (EAL) students, students with non-English-speaking backgrounds (NESB), or, most recently, emergent bilinguals or dual language learners (DLLs) to reflect that many young students are acquiring English and a home language (García 2009). Throughout this chapter, I simply use young language learner.

  2. 2.

    ELD will be used throughout this chapter to refer to the process of English acquisition regardless of whether it is being acquired as a second or foreign language.

  3. 3.

    Review of such clinical assessments is outside the scope of this chapter (see Conti-Ramsden and Durkin 2012 and Dockrell and Marshall 2015 for recent reviews of language assessment with children with language learning disabilities).

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Acknowledgments

I would like to thank Elana Shohamy and Iair G. Or for comments and suggestions during the preparation of this chapter.

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Authors and Affiliations

  1. Human Development and Psychology Division, Department of Education, University of California, Moore Hall, Box 951521, Los Angeles, CA, 90095, USA

    Alison L. Bailey

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  1. Alison L. Bailey
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Correspondence to Alison L. Bailey .

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Editors and Affiliations

  1. School of Education, Tel Aviv University, Tel Aviv, Israel

    Elana Shohamy

  2. School of Education, Tel Aviv University, Tel Aviv, Israel

    Iair G. Or

  3. Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand

    Stephen May

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Bailey, A.L. (2017). Assessing the Language of Young Learners. In: Shohamy, E., Or, I., May, S. (eds) Language Testing and Assessment. Encyclopedia of Language and Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02261-1_22

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