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8/10/2019 How Young Learners Learn Languages and How to Test Them
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© Copyright ALTE 2012
How Young Learners LearnLanguages and how to Test them
Shelagh Rixon
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OR … ‘I can’t describe the perfect YL test in 40 minutes but I can try to open
discussion about
1. the ways in which we want to educate Young Learners in foreign
languages
2. realistic goals to match age and language level
3. the test and assessment characteristics which we therefore need
consciously to promote and to talk about with the learners aspart of their learning to learn languages development.’
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Ages 6 to 12 app (covers primary school in
many contexts) – This is the least visited and
researched age group for testing (but not forassessment in general)
Ages 6 – 16 app (covers compulsory schoolingin many contexts) – Testing teenagers is more
familiar than testing children
Two definitions of ‘Young Learners’
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Assessment - an umbrella term covering
any systemat ic means o f discov er ing and reco rdinghow wel l someone is able to do someth ing ,
(including observation of normal classroom activity andscrutiny of work done)
Testing - more formal challenges, usually with thelearner working outside the normal classroom modes.Includes exams.
Testing and assessment
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Two world surveys (Cambridge and British
Council) with questions on assessment
practices with Young Learners
Examples of Young Learners Tests from the
ALTE group
Acting as volunteer Teachers Assistant in UK
primary school where ‘Assessment for Learning’
is strongly practised
Sources of information and ideas
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Cambridge ESOL Survey on Testing and Teaching: 55
countries, 36 L1s, 726 respondents
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Bangladesh
Cameroon
Outer Circle
Cyprus
Hong Kong
Sri Lanka
India,
Tamil Nadu
Namibia India,
Goa
Argentina
Uganda
Sierra Leone
India,
South India
Denmark
Colombia
Azerbaijan
Armenia
ItalyIsrael
CroatiaBahrain
Expanding Circle
CzechRepublic
Algeria
Brazil
Greece
Indonesia
Georgia
Japan France
Germany
Kazakhstan
Egypt
KosovoLithuania
Serbia
MexicoUzbekistan
North Cyprus
PalestineLatvia
Poland
Saudi Arabia
Qatar
Senegal
Portugal
Russia
Sweden
Venezuela
Yemen
Turkey
ZambiaInner
Circle
PeruChina
Taiwan
Spain USA UK
The British Council 2011 Survey on Policy and Practiceat Primary School Level: 64 countries, and counting ..
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8 © Copyright ALTE 2012
Cambridge ESOL survey: the balance of assessment
types by age group
Assessment of students in respondents' context
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Students aged 6-11 Students aged 12-16
P e r c e n t
a g e
o f r e s p o n d e n t s
Tested formally with s tandardised tests
Tested informally in the class
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Cambridge ESOL survey: assessment types in
primary and secondary schoolsRank order
in secondary
0
50
100
150
200
250
300
350
400
age 6-11 age 12-16
Total use
n u m b e r o f r e s p o n d e n t
s
Tests given in the textbook used
in class
Tests produced by class
teacher
Standardised tests &
examinations
Self-assessment
Collection of students’ work in a
file or portfolio
Observation & written
description of learner
performance
Peer-assessment
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e.g.
to enable current teachers to notice patterns in learningand behaviour and act accordingly
to raise learners’ awareness of what they can do andneed to do
to sharpen learners’ metacognitive skills
to introduce ways of demonstrating skills that also workas frameworks for teaching
to inform other teachers what to expect from learners
Testing and Classroom Assessment should work in
harmony with teaching and to some purpose
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The British Council survey revealed a
depressing and not new waste oftesting/assessment effort between primary
and secondary school levels
To inform other teachers what to expect from learners?
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0 5 10 15 20 25 30
Never
rarely
sometimes
quite often
often
always
British Council Survey: Is information from assessment passed
on from primary to secondary schools?
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never 27
rarely 16
sometimes 10
quite often 3
often 2
always 2
British Council Survey: Do primary and secondaryschool English teachers meet to discuss transition
pupils?
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High-status external tests have had an impact onteaching content and focus in some schoolsystems
The introduction of oral tests of English fromCambridge (or Trinity College) has shifted thefocus to speaking
The design of test tasks (e.g. interactive, notrehearsed recitation) can also shift teaching focus toa particular quality of speaking
…
to introduce ways of demonstrating skills that also
work as frameworks for teaching
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That the Young Learners tests we are discussingare professionally constructed but that we are
always striving to make them a ‘best fit’ for theage groups in the following ways:
What we think our learners can achieve
The ways in which they can demonstrate it In what particular areas we want our learners to
achieve
My assumption for today
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Weir’s contribution
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How to respect TEST-TAKER CHARACTERISTICS
Particularly AGE
and choose from an appropriate range of
COGNITIVE and LANGUAGE demands for theages of the learners
Our Focus Today
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Moving from being able to claim and show this …
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It is a common beginner strategy to speak inmemorised ‘chunks’ such as:
I like … My name is x
My favourite ….. is …….
There is a ….
At what point in oral testing do we require, set upchallenges for, and reward ‘creative’ language use?
‘Chunk’ use with children
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The next activity is a good example of one which
sets up a richer interplay of challenge but still ata low (A1) language level
At the ‘higher’ levels of age and language level, what
choices do we make?
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Dialogue simulé (ou jeu de role) (2 minutes environ)
Instructions to the candidate:
Vous voulez obtenir un bien ou un service (acheter un objet, passer une commande...).
A partir des images que l'examinateur vous a remises, vous vous informez sur le(s)
produit(s), le prix avant d'acheter. Pour payer vous disposez de pieces de monnaie et de
billets fictifs. Vous montrerez que vous êtes capable d'utiliser les formules d'accueil, de
congé et les formules de politesse de base.
You want to obtain a good or a service (buy something, ask for something ..) Using the
pictures that the examiner has given you, find out about the products, and their prices
before buying them. In order to pay you have some imitation coins and notes. You need
to show that you are able to use the proper language for greetings and leave-taking and
other basic social language.
DELF A1 Scolaire et Junior (12+)
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The learner is expected to initiateand structure the role play
The examiner is the interlocutor
and may prompt/support if needed
The learner has to manipulatementally several visual sources ofinformation
The learner is expected to usesocial formulae
Some ‘chunks’ but other challenges too.
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(FCE for Schools Oral Test Part 3. Ins truc t ions for a groupof 3 or 4 students interact ing )
Interlocutor: Now I’d like you to talk about something togetherfor about 3 minutes. Here are some activities that studentsoften do during their school day.
First, talk to each other about why it might be important to dothese different activities at school. Then decide which two
activities are not important for students to do at school.
Alright?
Moving to being able to do this …..
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Discourse:
Maintaining interaction with other interlocutors (not ‘led’by examiner) and ‘staying in the discussion’
Cognitive:
Considering hypothetical possibilities (not all activitiesmay be part of the candidate’s own school experiences)
Weighing advantages and disadvantages andexpressing them in a reasoned fashion
SO, it’s not all language. Other challenges can be
lessened or increased
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Piaget’s Four Stages of Cognitive Development – a
start but not the whole answerSensorimotor Sensory experiences –
physical actions
Birth to 2 years
Pre-operational Beginning to represent
the world in words and
images, moving towardssymbolic thinking
2 to 7 years
Concrete operational Logical reasoning about
concrete events begins.
Child can classify
objects into sets
7 to 11 years
Formal operational Abstract reasoning and
logic. Hypothetical
thought
11 years onwards
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For many educators (e.g. Donaldson, 1978) Piaget’s 4th
(Formal Operational) stage is not an inevitable
development driven by biological maturation.
Much of primary education is devoted to fostering its
development, giving access to the ‘unnatural’ world of
academic discourse, and promoting metacognition as
well as to developing World and General Knowledge.
Some vital roles of ‘Education’
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GeneralEducation
… Language Learning
… Language Testing
Subject-specificinput
Varying quantity and quality of L2input
Amount of L2 input is a very crude guide to the ‘level’ of external test that might berealistically aimed at
Influence ofgrowing literacy
Is high literacy in L2 a goal? This may affect which language modes are tested and how, but BEWARE using
written tests for oral purposes
Additions to
General
Knowledge/Knowledge ofthe world
Is information and Affective
Content also valued in languagelearning? (e.g. CLIL might be
one strong case where content is
important)
Issues of reliability and ‘fairness’ often mean that tests use information and cultural
content supposed to be equally ‘known’ or ‘unknown’ to most candidates
Induction intoacademic modes
of language use
and recognisedgenres
BICS (Basic Interpersonal
Communication Skills)?
CALP (Cognitive Academic
Language Proficiency)?
Or both?
A very important choice, especially in setting requirements for reading and writingtests
Guidance
towards
operating incertain cognitive
and
metacognitive
modes.
rote learning versus ‘learning by
using’.
Are learners aware of lesson
objectives? Are learners able
realistically to self-assess?
Is reflection on learning
encouraged? Do they receive
individual formative advice?
A high degree of metacognition leading to ‘Test Wiseness’ is an advantage when
facing high stakes tests. This is different from ‘over -preparation’ for tests.
Applying what goes on in General Education to think
about Foreign Language Learning and Testing
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Subject-specific input
Influence of growing literacy Additions to General Knowledge/ Knowledge of
the world
Induction into academic modes of language use
and recognised genres
Guidance towards operating in certain cognitiveand metacognitive modes.
Aspects of General Education and how they may feedinto Language Learning
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Language input (varying quality and quantity)
Is developing high literacy skills in L2 a goal?
Is information and other content also valued in language learning? (e.g. CLILmight be one strong case where content is important)
Is BICS (Basic Interpersonal Communication Skills) what you aim at in theforeign language? Or CALP (Cognitive Academic Language Proficiency)? Or
both?
Metacognition? Are learners aware of lesson objectives? Are learners ablerealistically to self-assess? Is reflection on language learning encouraged? Dolearners receive individual formative advice?
Carry-over from General Education to Language
Teaching …
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Internationally, the amount of L2 input is a very crude guide to the ‘level’ of
external test that might be realistically aimed at
Goals for L2 literacy may affect which language modes are tested and how,
but BEWARE of using written tests for oral purposes
Issues of reliability and ‘fairness’ often mean that tests use information
and cultural content supposed to be equally ‘known’ or ‘unknown’ to most
candidates, that can be, banal and ‘empty’.
BICS and/or CALP is a very important choice in terms of test cognitive
demands
A high level of metacognition leading to ‘Test Wiseness’ is an advantagewhen facing high stakes tests. This is different from ‘over -preparation’ for
tests by simply practising past papers
… and then into Language Testing
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The CEFR (Common European Framework of Reference
for Languages) and the related Portfolio Materials provide
an excellent start point for metacognition and reflection.
They offer great ideas for teaching
‘ I CAN ……..’
But …
Working towards known tests or assessment
instruments – some interesting issues:
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Many good ‘local’ Junior versions of the Portfolio have beenproduced BUT for more in-depth and detailed use there are issues:
Many school systems specify A1 or A2 for the end of primaryschooling, but what about stages ‘on the way’? Levels need to bedistinguished in a meaningful way within the current descriptionsprovided by the CEFR at the lowest levels.
The Japanese version of the CEFR (the CEFRJ) does divide thelearning goals into 3 levels within each A band (e.g. A1.1, A1.2,
A1.3) (Negishi, Takada, Tono 2011). Worth considering.
CEFR was not designed for use with children and
young people
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If Test-Constructors can build in different challenges,
Test-Takers benefit from being able to deconstruct them
In other words, to build ‘Test-Wiseness’ in a positive
manner we need to link:
classroom learning
classroom assessment and
awareness of the demands of high-stakes tests
Test-wiseness and metacognition (‘thinking about
learning’)
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Much modern teaching attempts to offer springboards for
developing
METACOGNITIVE SKILLS AND AWARENESS
(even/especially for the younger learners)
However what works for younger usually works for olderand the UK strategy spans primary and secondary
Metacognition in the classroom
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1. Learning objectives made explicit and shared with
pupils2. Peer and self-assessment in use
3. Pupils engaged in their learning and given immediate
feedback
My note: feedback = advice on what to do next, not just
on ‘how well you did’
Extract from UK government Assessment forLearning Strategy
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This wall is mostly about Assessment for Learning
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WALT = We Are Learning To …
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WILF gets them from WALT into the teacher’s mind
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Red = Help! I really
don’t ‘get’ it
Amber = I need some
more support
Green = I’m
confident with this
Traffic lights in exercise books to signal to the teacher
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Register/ Circle time. Each child says a sentence about
what they found tricky, interesting, frustrating, confusing, in
the last week about a school topic, or where they had a
TRIUMPH in the past week.
Often happens with maths e.g. ‘I think place value
charts are really AWFUL’ but this approach could
equally be applied to language learning
‘Never be afraid to think about your learning’
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Me: What’s that?
(meaning can the child
name the semi-colon
punctuation mark)
Child: That’s Level 5,
that is! (meaning that he
knows that using a semi-
colon correctly is one
criterion for Level 5 work)
Children sometimes are VERY aware of what they need
to do in order to get the grades
;
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‘Levels 4 and 5’ are the Golden Treasure Assessment
and Test Grades for all UK primary teachers and 10-11
year old children, and increasingly, they all know what
they have to do to get there …
It’s easy to mock but IF the test-wise teachers and
children are talking about wise tests, the teaching-testing
gap can happily be narrowed.
‘That’s great. You are all working at Level 5 this week’
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Thanks
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We would like to acknowledge the help offollowing colleagues in the two surveys:
Hanan Khalifa, Cambridge ESOLEvelina Galaczi, Cambridge ESOLRoger Hawkey, Cambridge ESOL consultantLucy Chambers, Cambridge ESOL
Debbie Howden, Cambridge ESOLJohn Knagg, British Council
Tom Poole, British Council
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Thanks also to:
Grange Farm Primary School
and
Stanton Bridge Primary School
Coventry
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