Developing and Piloting Proficiency Tests for Polish Young Learners

2016 ◽  
pp. 109-137 ◽  
Author(s):  
Magdalena Szpotowicz ◽  
Dorota E. Campfield
Keyword(s):  
Proficiency Tests ◽  
Young Learners

scholarly journals The Impact of International Proficiency Tests on Language Teaching and Motivation: A Case Study

2019 ◽  
Vol 12 (10) ◽  
pp. 14
Author(s):  
Abdelmoneim Hassan Adam Khamis
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Placement Tests ◽  
Proficiency Tests ◽  
Young Learners ◽  
English Language Teachers ◽  
Essential Contribution ◽  
The Impact ◽  
Academic Year

This case study of Al-Aqsa School attempts to show that Cambridge Young Learners English Tests (YLE) may hurt learners’ motivation and teaching process. The paper aims to highlight the adoption of Cambridge YLE proficiency tests and explore learners and teachers’ perception of those tests. Also, providing alternative yardstick measures learners’ performance. Combination of a questionnaire, interviews and observation of Cambridge YLE, Movers and Flyers tests were used to collect the data. The evidence presented in this paper suggested that there was a necessity for English language teachers to motivate and prepare pupils of YLE tests at the primary stage. Otherwise, the School should reconsider administering the YLE tests at this fundamental level. The paper recommended progressively institutionalised scholastic accomplishment tests, alongside placement tests at the beginning of the school academic year. The findings should make an essential contribution to the field of applied linguistics and help decision-maker at Al-Aqsa School to take appropriate decisions.

Children’s ‘working theories’ as curriculum outcomes

2018 ◽  
Author(s):  
Sally Peters ◽  
Keryn Davis ◽  
Ruta McKenzie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Adult Child ◽  
Early Childhood Curriculum ◽  
Complex Thinking ◽  
Young Learners ◽  
Early Childhood Settings ◽  
Te Whāriki ◽  
Sense Of Wonder

This chapter explores how children make sense of their world through the development and refinement of ‘working theories’. Working theories are a key item for young learners, and are emphasized in the New Zealand early childhood curriculum Te Whāriki. Children’s working theories develop in environments where they have opportunities to engage in complex thinking with others, observe, listen, participate, and discuss, within the context of topics and activities. It is through interactions and activities that children begin to own the ideas and beliefs of their culture and begin to make sense of their worlds. However, fostering this learning in early childhood settings is not always easy, and requires skilled adults who can respond appropriately. We explore and discuss the nature of children’s working theories and ways in which adult–child interactions can enhance or inhibit a sense of wonder and curiosity.

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