Teaching and Assessment in Young Learners' Classrooms

Abstract

Language learning in early childhood has been the subject of great interest both in first language (L1) and second language (L2) acquisition research. For the past 40 years, we have witnessed significant advances in the study of child language, with particular references to the cognitive, linguistic, psychological, pedagogical, and social aspects of child language. This chapter aims to shed light on some of the theoretical paradigms and their implications on language learning and assessment in young children whose exposure to another language begins early in life. In view of the diversity facing pedagogical practices worldwide, the authors aim to show the connection between classroom practices and assessment tools appropriate for young language learners, with special reference to formative and ongoing assessment.