FOR YOUNG LANGUAGE LEARNERS

1. ENGLISH FOR YOUNG
LEARNERS
ASSESSING LANGUAGE USE THROUGH TASKS
&
LEARNING THE SPOKEN LANGUAGE
GROUP 3:
ASEP SETIAWAN (A1B2110)
TITIN ROHAYATI (A1B211013)
ADE PERMATA S. (A1B211014)
DIAN KUSUMA W. (A1B211015)
SUPRIANI (A1B2110)

2. ASSESSING LANGUAGE USE THROUGH TASKS
Task-based assessment
is a kind of
performance-based
assessment
Performance assessment refers
to assessment that involves
either the observation of
behavior in the real world or
simulation of a real-life activity
Through
TASKS
Children have the
opportunity to show
their ability to use
language
Teachers have the opportunity
to assess children’s ability to
use language in communicative
ways

3.  Select tasks & procedures to suit the characteristics of young learners.
 Assess the learners’ most relevant abilities for language use.
 Make assessment choices that ensure that assessment is valid and reliable and
has a positive impact.
 ‘Bias for best’ but maintain high expectations.
 Engagelearners intellectually.
 Draw from multiple sources of information.
 To what extent are results reliable?
 To what extent is the assessment task authentic?
 To what extent is the assessment task interactive?
 To what extent is the assessment task practical?
 To what extent is the impact of the assessment positive?
THE SELECTION OF ASSESSMENT TASKS AND PROCEDURES
FRAMEWORKS TO ANALYSE ASSESSMENT TASKS & PROCEDURES
SYSTEMATICALLY FOR SELECTION – USEFULNESS

4. LEARNING THE SPOKEN LANGUAGE
Guiding Principles
MEANING
Children have to
understand the
meaning of spoken
language first or the
message being
conveyed.
DISCOURSE
Children have to
learn discourse skills
to use the foreign
language in a real
situation for real
purposes

5. LEARNING THE SPOKEN LANGUAGE
A child participating in discourse will give understanding to
share meanings, and this can drive language learning if
conditions are suitable. The following key points have
emerged:
 The meaning and purpose of discourse need tobe made
accessible to the learners,
 personal involvement in the talk will increase participation,
 Speaking (contributing to discourse) makes different
demands from listening and understanding, etc.