Integrating Assessment into Early Language Learning and Teaching Edited by: Danijela Prošic-Santovac, Shelagh Rixon

Hardback - 296 pages
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07 Aug 2019
Early Language Learning in School Contexts
Multilingual Matters
234 x 156


The volume unites research and practice on integrating language learning, teaching and assessment at preschool and early school age. It includes chapters written by experts in the field who have studied some of the very youngest (pre-primary) children through to those up to the age of 12, in a variety of private and state contexts across Europe. The collection makes a much-needed contribution to the subject of appropriate assessment for children with the focus of many chapters being classroom-based assessment, particularly formative assessment, or the case for developing assessment skills in relation to even the youngest children. As a whole, the book provides useful case study insights for policymakers, teacher educators, researchers and postgraduate students with interest in or responsibility for how children are assessed in their language learning. It also provides practical ideas for practitioners who wish to implement greater integration of assessment and learning in their own contexts.


This volume contains examples of the rigour, discipline and sensitivity that must be applied in developing and reviewing age-appropriate assessment techniques and practices that fit with instructional purposes in early years language instruction. It is useful to convince educational authorities and school management of the importance of assessment literacy among teachers. It provides teachers with ideas for how to make assessment an organic part of instruction with the aim of keeping young learners engaged and challenged.

- Szilvia Papp, Independent Consultant, UK

The chapters in this book widen the scope of discussions on age-appropriate language pedagogy. They offer insights into how formative assessment has been implemented with the help of innovative approaches and assessment tasks in many contexts, and how children’s attitudes, motivation, anxiety, and aptitude interact in the process of learning and testing. The volume triangulates teachers’ and young learners’ perspectives. I recommend it for pre- and in-service teachers, teacher educators, and researchers.

- Marianne Nikolov, Professor Emerita, University of Pécs, Hungary

Author Biography:

Danijela Prošic-Santovac is an Assistant Professor in the Department of English Studies and the Head of the Centre for Languages at the Faculty of Philosophy, University of Novi Sad, Serbia. She teaches methodology courses on English Language Teaching at preschool and early school age as well as academic writing courses. In addition, her research interests include integrating children's literature into teaching, and her most recent publication is The Magical Art: Appropriation, Reception and Interpretation of Fairy Tale (2019). 

Shelagh Rixon was an Associate Professor in the Department of Applied Linguistics at the University of Warwick, UK until her retirement in 2010. Currently, she is an Associate Tutor for the MA in Applied Linguistics and TESOL at the University of Leicester, UK. Her research interests include the teaching of early English literacy to children learning English as a Foreign Language and the roles of assessment in primary school level English Language Teaching.

Readership Level:

Postgraduate, Research / Professional

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