ABSTRACT

One of the challenges of developing assessments for young language learners is the shortage of evidence-based information about such assessments for languages other than English. In light of this situation, this paper discusses the development of an assessment for young languages learners in the context of Japanese as a second language (JSL). In response to the growing number of young JSL learners (defined as children age 6–15) in Japanese schools, a JSL assessment called the Dialogic Language Assessment (DLA) has been developed and endorsed by the Japanese government. This paper discusses challenges and issues that emerged in the process of developing the content and format of the reading section of the DLA. The DLA has largely been developed through trial and error, and it has been revised based on the results of a series of pilot studies. A particular consideration is given to factors related to JSL students’ age and educational and societal environments as well as to the unique aspects of the Japanese language (a nonalphabetical language). Because the DLA is a work in progress, this paper also discusses additional steps that need to be taken.

摘要

开发针对年轻语言学习者的评估的挑战之一是缺乏有关非英语语言评估的基于证据的信息。鉴于这种情况，本文讨论了在日语作为第二语言（JSL）的背景下针对年轻语言学习者的评估的发展。为了应对日本学校中越来越多的JSL学习者（定义为6-15岁的儿童），JSL评估称为“对话语言评估”（DLA）已由日本政府开发并认可。本文讨论了在开发DLA阅读部分的内容和格式过程中出现的挑战和问题。DLA在很大程度上是通过反复试验而开发的，并且已根据一系列试验研究的结果进行了修订。特别考虑与JSL学生的年龄，教育和社会环境以及日语（一种非字母语言）的独特方面有关的因素。由于DLA是一项正在进行中的工作，因此本文还讨论了需要采取的其他步骤。