ASSESSMENT AND EFFECTIVE METHODS FOR ASSESSING SECOND LANGUAGE ACQUISITION OF YOUNG LEARNERS
Keywords:
Second Language Acquisition (SLA), Young Learners, Assessment Strategies, Observational Assessment, Portfolio Assessment, Performance-Based Assessment, Language Teaching, Educational Practices, Student EngagementAbstract
This article explores the significance of assessing second language acquisition (SLA) in young learners, emphasizing action-based research as a means to enhance educational practices. It details effective assessment strategies, including observational assessments, portfolio assessments, performance-based evaluations, interactive activities, and the use of technology. By examining the advantages and disadvantages of various assessment methods, the article highlights the importance of tailoring assessments to meet the diverse needs of learners. Ultimately, this work advocates for a balanced approach that fosters student engagement and supports language proficiency development, while addressing the challenges of standardized testing.
References
Bailey, A. L., & Carroll, P. (2015). Assessment of English language learners in the era of new academic content standards. Review of Research in Education, 39, 253–294.
Bailey, A. L., & Osipova, A. V. (2016). Children’s multilingual development and education: Fostering linguistic resources in home and school contexts. Cambridge, UK: Cambridge University Press
Bailey, A. L., Heritage, M., & Butler, F. A. (2014). Developmental considerations and curricular contexts in the assessment of young language learners. In A. J. Kunnan (Ed.), The companion to language assessment. Hoboken: Wiley-Blackwell.
Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing, 27(1), 5–31.
Conti-Ramsden, G., & Durkin, K. (2012). Language development and assessment in the preschool period. Neuropsychology Review, 22(4), 384–401.
De Houwer, A. (1998). By way of introduction: Methods in studies of bilingual first language acquisition. International Journal of Bilingualism, 2(3), 249–263.
