Do Developments in Assessment Represent the ‘Coming of Age’ of Young Learners English Language Teaching Initiatives? The International Picture

Abstract

This chapter draws upon two pieces of recent research undertaken for the British Council and in co-operation with Cambridge English concerning the state of the art of the teaching of English as a Foreign Language at primary school level, and of assessment of children’s English in particular. It is shown that, while some advances have been made in curricular planning over the past 15 years in different parts of the world and hence in target level-setting, the actual practices applied in assessment are not well-conceived in all places. In addition, the use of assessment data to improve continuity and coherence in English Language Teaching after transition from one level of schooling to another remains in most cases an opportunity missed.