Assessing Young Language Learners

Globalization stresses the need for English as a communication medium between different countries.It contributes to English fever which involves a growing trend towards learners at lowering age.In China,numerous English training programs spring up for young learners aged between 5 and 12 since education technology companies and training schools have a nose for a viable business in children-oriented English courses.Curriculum reconstruction is set about by school authorities.They are all welcomed by middle-class Chinese parents consumed with educational anxiety.But assessment in English instruction does not enjoy shared attention.Young language learners are characterized by physical and mental development,vulnerability,growing literacy,and engagement with a foreign language.Their defining characteristics impose special requirements in the assessment.Assessment for young language learners thus becomes a pressing issue for elementary English teachers.However,previous research places little stress on learner features or on language assessors' assessment literacy,which leaves a large gap waiting to be closed.This study thus researched into elementary English teachers' assessment literacy through qualitative and quantitative methods.An online assessment literacy test adapted from Classroom Assessment Literacy Inventory was employed to carry out a general evaluation of the participants' theoretical base for pupil assessment.Then came the classroom observation of three teachers after they completed a placement test for English proficiency.The focus was on how they assess the students and give feedback.The investigation ended with an interview about assessment interpretation and experience.The quick test revealed that the 65 participating teachers only had an intuitive understanding of assessment.They gave assessment according to their teaching experience while they acknowledged the features of young learners as is shown in the classroom observation.They received no preservice and in-service training about assessment for young language learners.The undesired assessment education and qualifications posed formidable obstacles on their road to professional teachers.The study put forward possible solutions to the problem in the end.It is advised that assessment courses and the lecturers should be well-prepared for undergraduates expected to be elementary English teachers.On the other hand,profound content of assessment for young learners should be involved in the National Teacher Certification Examination,which may have a washback on future elementary English teachers.Teacher expertise finally has to be gained through assessment training programs for in-service teachers regularly.An effective plan for improvement in assessment brings benefits to the educational agents in the long run.