Introduction

This final chapter sets out some broad directions which require further concentration and attention in the field of young learner language assessment. Young learner assessment as a coordinated entity is a relatively new field of endeavour, characterized by a limited number of research articles, chapters in edited books concerned primarily with teaching, some resource books with practical assessment suggestions and, more recently, dedicated conferences. So where do we go from here? Two broad mutually supporting themes help to establish key areas requiring consolidation in the field: firstly, theories, frameworks and connections; and secondly, but no less important, professionalism and research.

Consolidating theories, frameworks and connections

This book has pursued a number of themes in relation to young learner language assessment. Each of these themes, listed below, also suggests an area for future consolidation.

Promoting the best assessment of language use

Arguments and exhortations for the assessment of language use have been made in earlier chapters in this book. Young learners' natural desire and need to use language means that it is not a major challenge to engage children in language use, especially when the environment is conducive to doing things with others and with things around them. The natural corollary of teaching through language use is to assess language use. When this is not happening (and this might be for many reasons beyond the teachers' scope of influence as I suggest below), changes should be considered, not only to assessment, but to the curriculum or standards in place, to professional development activities and to teaching and learning in the classroom.