Books in the Early Language Learning in School Contexts series

This book investigates both the theoretical and practical aspects of teacher education for early language teachers. It focuses on the complexity of teacher learning, innovations in mentoring and teacher supervision, strategies in programme development and perceptions, and knowledge and assessment in early language learning teacher education.

The volume unites research and practice on integrating language learning, teaching and assessment at pre- and early school age. It provides useful case study insights for policymakers, teacher educators and researchers, and practical ideas for practitioners who wish to implement greater integration of assessment and learning in their own contexts.

The volume unites research and practice on integrating language learning, teaching and assessment at pre- and early school age. It provides useful case study insights for policymakers, teacher educators and researchers, and practical ideas for practitioners who wish to implement greater integration of assessment and learning in their own contexts.

This book investigates language learning by young learners in instructed contexts and the potential for mixed methods to allow for a comprehensive understanding of early language learning. Chapters present recent studies undertaken in numerous countries and contexts and examine the complexity of early language learning.

This volume provides a detailed account of the practical use of Assessment for Learning (AfL) in primary language classrooms. It gives an in-depth account of the ways in which eight experienced primary language teachers incorporated this type of assessment into their practice and discusses the possible impact of AfL on primary language learning.