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Classroom-based Language Assessment for Young Language Learners
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 55-56 (2015) (2015)
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Commentaries on Computer-based Language Assessment
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp i-i (2015) (2015)
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Commentaries on Computer based Language Assessment
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In: Studies in Applied Linguistics & TESOL, Vol 12, Iss 2 (2012) (2012)
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Classroom-based Language Assessment for Young Language Learners
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In: Studies in Applied Linguistics & TESOL, Vol 11, Iss 1 (2011) (2011)
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Abstract:
In many countries, the age at which children officially begin to learn a foreign language in a classroom has been lowered (e.g., from middle school to elementary school) due to the belief that the earlier they start to learn a language, the more successful they will be in language learning (McKay, 2006; Pinter, 2006). Marinova-Todd et al. (2000) argue that this belief is supported by studies that show that age influences learning because “it is associated with social, psychological, educational, and other factors that can affect L2 proficiency” (p.28). In addition, in an ESL situation, many immigrant children not only have to learn the content of the classes which is taught in their non-native language, but also need to acquire that language as their second language.
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Keyword:
English language; LB5-3640; PE1-3729; Theory and practice of education
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URL: https://doaj.org/article/1f1207470939408d9d5568d9bec9e1e7
https://doi.org/10.7916/salt.v11i1.1419
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