In most European countries where early foreign language (FL) learning has been introduced descriptions of curriculum outcomes and specific research projects have been developed in order to monitor both the innovation and young learners’ achievement. While researchers are investigating the rate and order of children’s second language acquisition and the effects of early language learning, teachers are being faced by the challenge of measuring their learners’ progress in the FL through forms of assessment that are valid, reliable and consistent with their teaching approach . This contribution presents some of the emerging results of a longitudinal study carried out on the progression and achievement of young learners of English as a foreign language in Italy. The study is part of a large-scale transnational 4-year project investigating Early Language Learning in Europe (ELLiE). Approximately 1200 young learners and their teachers from seven European countries and a specific sample of 6 focal learners from each class have taken part in the project. In Italy the study has been carried out on a cohort of 186 Italian young learners aged 6-9 with a specific focus on a sample of 49 focal learners drawn from eight primary classes that are part of the study. Observations of classes carried out at different stages of the study as well as specific language tasks administered at the end of each of the school years have been combined in this study with the analysis of school documents, classroom materials, teachers’ questionnaires and teacher and learners’ interviews. Classroom assessment practice has been the object of specific interviews with the teachers involved in the study and assessment procedures used for research purposes have been compared with teachers’ assessment and evaluation of individual children. Learners’ self-assessment was considered against their teacher’s assessment of their language aptitude and performance.
Questo contributo presenta uno studio longitudinale sull’apprendimento di giovani allievi di inglese in Italia. Lo studio è parte di un progetto transnazionale di 4 anni (2006-2010) condotto in sette paesi europei sull’apprendimento precoce delle lingue (Early Language Learning in Europe, ELLiE) di circa 1200 giovani frequentanti la scuola primaria. In Italia lo studio è stato condotto nel Lazio su 186 allievi e otto classi, seguendoli dai 6 ai 9 anni. Specifiche prove di lingua inglese sono state somministrate ogni anno. I dati emersi sono stati incrociati con interviste, questionari ai docenti, ai dirigenti e agli allievi, e con i materiali didattici. In questo contributo particolare attenzione è stata data alle pratiche valutative usate in classe e ai risultati ottenuti nelle prove di comprensione orale in lingua inglese.
Lopriore, L. (2012). Early language learning: Investigating young learners’ achievement in a longitudinal perspective (pp.147-166). RASSEGNA ITALIANA DI LINGUISTICA APPLICATA, XLIV, 1-360.
Early language learning: Investigating young learners’ achievement in a longitudinal perspective (pp.147-166)
LOPRIORE, LUCILLA
2012-01-01
Abstract
In most European countries where early foreign language (FL) learning has been introduced descriptions of curriculum outcomes and specific research projects have been developed in order to monitor both the innovation and young learners’ achievement. While researchers are investigating the rate and order of children’s second language acquisition and the effects of early language learning, teachers are being faced by the challenge of measuring their learners’ progress in the FL through forms of assessment that are valid, reliable and consistent with their teaching approach . This contribution presents some of the emerging results of a longitudinal study carried out on the progression and achievement of young learners of English as a foreign language in Italy. The study is part of a large-scale transnational 4-year project investigating Early Language Learning in Europe (ELLiE). Approximately 1200 young learners and their teachers from seven European countries and a specific sample of 6 focal learners from each class have taken part in the project. In Italy the study has been carried out on a cohort of 186 Italian young learners aged 6-9 with a specific focus on a sample of 49 focal learners drawn from eight primary classes that are part of the study. Observations of classes carried out at different stages of the study as well as specific language tasks administered at the end of each of the school years have been combined in this study with the analysis of school documents, classroom materials, teachers’ questionnaires and teacher and learners’ interviews. Classroom assessment practice has been the object of specific interviews with the teachers involved in the study and assessment procedures used for research purposes have been compared with teachers’ assessment and evaluation of individual children. Learners’ self-assessment was considered against their teacher’s assessment of their language aptitude and performance.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
