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<p><span style="FONT-SIZE: 12pt">Title: Assessing Young Learners of English: Global and Local Perspectives</span></p>
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<p class="MsoNormal"><span style="FONT-SIZE: 12pt">Editor: Marianne Nikolov</span></p>
<p class="MsoNormal"><span style="FONT-SIZE: 12pt">ISBN: 978-3-319-22421-3<br>
Hardback Price: $139.00</span></p>
<p class="MsoNormal"><span style="FONT-SIZE: 12pt">*Softcover Price: $24.99</span></p>
<p class="MsoNormal"><span style="FONT-SIZE: 12pt">URL: http://www.springer.com/gp/book/9783319224213</span></p>
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<p class="MsoNormal"><span style="FONT-SIZE: 12pt">About the book: </span></p>
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<span lang="EN" style="FONT-SIZE: 12pt; COLOR: #333333">This volume documents international, national, and small-scale testing and assessment projects of English language education for young learners, across a range of educational contexts. It covers three
main areas: age-appropriate ‘can do statements’ and task types for teaching and testing learners between the ages of 6 to 13; innovative approaches to self-assessment, diagnostic testing, self- perception, and computer-based testing; and findings on how young
learners perform on vocabulary, listening, speaking, pronunciation, and reading comprehension tests in European and Asian contexts.
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<span lang="EN" style="FONT-SIZE: 12pt; COLOR: #333333">Early language learning has become a major trend in English language education around the globe. As a result of the spread of teaching English to a growing number of young children, assessment of and for
learning have emerged as key issues. In line with this development, there is a clear and emerging need to make early language programs accountable and to assess both the progress children make over time and to quantify their achievement at various stages of
development. This volume informs stakeholders about the realistic goals of early language learning, their efficiency, and how much progress children make over time.</span></p>
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<p><span style="FONT-FAMILY: 'Calibri','sans-serif'">Table of contents: </span></p>
<p class="MsoListParagraph" style="TEXT-ALIGN: justify; LINE-HEIGHT: 150%"><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">- Trends, Issues and Challenges in Assessing Young Language Learners by Marianne Nikolov.</span></p>
<p class="MsoListParagraph" style="TEXT-ALIGN: justify; LINE-HEIGHT: 150%"><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">-
</span><span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%"> Do Developments in Assessment Represent the ‘Coming of Age’ of Young Learners English Language Teaching Initiatives? The International Picture by Shelagh Rixon.</span></p>
<p class="MsoListParagraph" style="TEXT-ALIGN: justify; LINE-HEIGHT: 150%"><span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">-
</span><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">A CEFR-Based Inventory of YL Descriptors: Principles and Challenges by
</span><span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">Veronica Benigno and John de Jong.</span></p>
<p class="MsoListParagraph" style="TEXT-ALIGN: justify; LINE-HEIGHT: 150%"><span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">- A Framework for Young EFL Learners’ Diagnostic Assessment: Can Do Statements and Task Types by Marianne Nikolov.</span></p>
<p class="MsoListParagraph" style="TEXT-ALIGN: justify; LINE-HEIGHT: 150%"><span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">-</span><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%"> Examining Content Representativeness of a Young Learner Language
Assessment: EFL Teachers’ Perspectives by </span><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">Ching-Ni Hsieh.</span></p>
<p class="MsoListParagraph" style="TEXT-ALIGN: justify; LINE-HEIGHT: 150%"><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">-
</span><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">Developing and Piloting Proficiency Tests for Polish Young Learners by
</span><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">Magdalena Szpotowicz and Dorota E. Campfield.</span></p>
<p class="MsoListParagraph" style="TEXT-ALIGN: justify; LINE-HEIGHT: 150%"><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">-
</span><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">The Development and Validation of a Computer-Based Test of English for Young Learners: Cambridge English Young Learners by Szilvia Papp and Agnieszka Walczak.</span></p>
<p class="MsoListParagraph" style="TEXT-ALIGN: justify; LINE-HEIGHT: 150%"><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">- Learning EFL from Year 1 or Year 3? A Comparative Study on Children’s EFL Listening and Reading Comprehension at the End
of Primary Education by Eva Wilden and Raphaela Porsch.</span></p>
<p class="MsoListParagraph" style="TEXT-ALIGN: justify; LINE-HEIGHT: 150%"><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">- A Longitudinal Study of a School’s Assessment Project in Chongqing, China by Jing Peng and Shicheng Zheng.</span></p>
<p class="MsoListParagraph" style="TEXT-ALIGN: justify; LINE-HEIGHT: 150%"><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">-
</span><span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">Individual Differences and Young Learners’ Performance on L2 Speaking Tests by Jelena Mihaljević Djigunović.</span></p>
<p class="MsoListParagraph" style="TEXT-ALIGN: justify; LINE-HEIGHT: 150%"><span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">-
</span><span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">The Role of Individual Differences in the Development of Listening Comprehension in the Early Stages of Language Learning by Éva Bacsa and Csaba Csíkos.</span></p>
<p class="MsoListParagraph" style="TEXT-ALIGN: justify; LINE-HEIGHT: 150%"><span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">-</span><span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">
</span><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">Self-Assessment
<i>of</i> and <i>for</i> Young Learners’ Foreign Language Learning by </span><span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">Yuko Goto Butler.</span></p>
<p class="MsoListParagraph" style="TEXT-ALIGN: justify; LINE-HEIGHT: 150%"><span style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">- T</span><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">he Relationships between Peer- and Self-Assessment and Teacher
Assessment of Young EFL Learners’ Oral Presentations by </span><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%">Yu-ju Hung, Beth Lewis Samuelson, and Shu-cheng Chen</span><span lang="EN-GB" style="FONT-SIZE: 12pt; LINE-HEIGHT: 150%"></span></p>
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<p class="MsoNormal"><span style="FONT-SIZE: 12pt"> *Springer offers softcover books for the low price of just $24.99. This service is available directly through your university library. To purchase your softcover edition, just click on the MyCopy link when
you search online for the eBook at your institution’s library. </span></p>
<p class="MsoNormal"><span style="FONT-SIZE: 12pt"></span> </p>
<p class="MsoNormal"><span style="FONT-SIZE: 12pt">Discounted prices are also available when a volume form the Educational Linguistics series is used as a textbook for a course. Contact your Springer representative for further details.
</span></p>
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