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Direct linkDing, Wenjun; Yu, Guoxing – Language Assessment Quarterly, 2023
This paper examined to what extent causal explanation speaking tasks (CESTs) are cognitively appropriate for assessing young language learners' (YLLs) L2 speaking. Ninety-six YLLs (48 from Grade 4 and 6 each) in China performed two CESTs in both L1 (Chinese) and L2 (English). They also completed receptive and productive L2 vocabulary size tests.…
Descriptors: Speech Communication, Language Tests, Vocabulary Development, Native Language
Kim, Ahyoung Alicia; Chapman, Mark; West, Gordon Blaine; Zheng, Bingjie; Cranley, M. Elizabeth – International Journal of Bilingual Education and Bilingualism, 2022
This study explores how preschool educators could assess dual language learners' (DLLs) English language abilities using formative instruments in school settings. It specifically examines (1) DLLs' receptive and expressive language proficiencies measured using the instruments and (2) educators' perceived usefulness of them for informing…
Descriptors: Preschool Education, Preschool Teachers, English (Second Language), Cross Cultural Studies
Sun, He; Steinkrauss, Rasmus; Wieling, Martijn; de Bot, Kees – International Journal of Bilingual Education and Bilingualism, 2018
This study examines the English vocabulary development of 43 very young child English as a foreign language (FL) learners (age 3.2-6.2) in China. They were tested twice for vocabulary breadth (reception and production) and semantic depth (paradigmatic and syntagmatic vocabulary knowledge). The development of the English vocabulary knowledge…
Descriptors: Individual Differences, English (Second Language), Second Language Learning, Chinese
