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      ACKNOWLEDGEMENTS

      The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p.6 Extract from ‘Book review: Penny McKay (2006) Assessing young language learners, Cambridge University Press’ by Constant Leung, Language Testing Vol. 26 (1) pp. 145–149. Copyright © 2009 by SAGE Publications. Reproduced by permission of SAGE; pp.24–6 Extracts from ‘How to Assess Language in the Social Studies Classroom’ by Rod Case and Kathryn M. Obenchain, The Social Studies Vol. 97 (1), Taylor & Francis, 2006. Reprinted by permission of the publisher (Taylor & Francis Ltd, http://www.tandf.co.uk/journals); pp29–30, 43 Extracts from 2011 Field Research on Steps to English Proficiency by Jang, E. E., Cummins, J., Wagner, M. Stille, S., Dunlop, M. and Starkey, J.. © Queen’s Printers for Ontario, 2011. Reproduced by permission of Eunice Jang, Jim Cummins and Ontario Ministry of Education; pp.36–7 Adapted from Table 11.1 from Program Evaluation in Language Education by Richard Kiely and Pauline Rea-Dickins, Palgrave Macmillan, 2005.

      Reproduced by permission of Palgrave Macmillan; p.40 Extract from ‘Teacher practices and perspectives for developing academic language’ by Jeff Zwiers, International Journal of Applied Linguistics Vol. 17 (1), 2007. © John Wiley and Sons. Reproduced by permission of John Wiley and Sons, Inc.; pp.41–2 Extract from ‘Language, Literacy, Content, and (Pop) Culture: Challenges for ESL Students in Mainstream Courses’ by Patricia A Duff, Canadian Modern Language Review Vol. 58 (1), 2001. Reproduced by permission of University of Toronto Press; p46 Extract from Steps to English Proficiency (STEP): Validation Study by Cummins, J., Jang, E. E., Wagner, M. Stille, S., Byrd Clark, J. and Trahey, M.. © Queens Printer for Ontario, 2009. Reproduced by permission of Eunice Jang, Jim Cummins and Ontario Ministry of Education; p.56 Extract from ‘Sensitivity of narrative organization measures using narrative retells produced by young school-age children’ by John Heilmann, Jon F. Miller and Ann Nockerts, Language Testing Vol. 27 (4) pp.603–626. Copyright © 2010 by SAGE Publications. Reproduced by permission of SAGE; pp.62–4 Extracts and figures from ‘Elementary School ELLs’ Reading Skill Profiles Using Cognitive Diagnosis Modeling: Roles of Length of Residence and Home Language Environment’ by Eunice Eunhee Jang, Maggie Dunlop, Maryam Wagner, Youn-Hee Kim and Zhimei Gu, Language Learning Vol. 63 (3), 2013 © Language Learning Research Club, University of Michigan. Reproduced by permission of John Wiley and Sons, Inc; p.70 Extract from ‘Defining Identities Through Multiliteracies: EL Teens Narrate Their Immigration Experiences as Graphic Stories’ by Robin L. Danzak, Journal of Adolescent & Adult Literacy Vol. 55 (3), 2011 © International Reading Association. Reproduced by permission of John Wiley and Sons, Inc; p.88 Extract from ‘The Receptive Vocabulary of English Foreign Language Young Learners’ by Rosa María Jiménez Catalán & Melania Terrazas Gallego, Journal of English Studies Vol. 5 pp.173–91, 2008. Reproduced by permission of Rosa María Jiménez Catalán & Melania Terrazas Gallego; p.104 Extract from ‘The effects of self-assessment among young learners of English’ by Yuko Goto Butler and Jiyoon Lee, Language Testing Vol. 27 (1). Copyright © 2010 by SAGE Publications. Reproduced by permission of SAGE; pp.108–9 Extract from Messick, S. (1998). Consequences of Test Interpretation and Use: The Fusion of Validity and Values in Psychological Assessment. ETS Research Report-98-48. Educational Testing Service (ETS). Reproduced by permission; pp.115–16 Extract from ‘Portfolios, Power, and Ethics’ by Brian Lynch and Peter Shaw, TESOL Quarterly Vol. 39 (2), 2005. © TESOL International Association. Reproduced by permission of John Wiley and Sons, Inc.; pp.122–3 Extracts from ‘Interaction in group oral assessment: A case study of higher- and lower-scoring students’ by Zhengdong Gan, Language Testing Vol. 27 (4) pp.585–602. Copright © 2010 by SAGE Publications. Reproduced by permission of SAGE; p.124 Extract from ‘The effects of group members’ personalities on a test taker’s L2 group oral discussion test scores’ by Gary J. Ockey, Language Testing Vol. 26 (2) pp.161–86. Copyright © 2009 by SAGE Publications. Reproduced by permission of SAGE; pp.138–9 Extracts from ‘The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools’ by Chris Davison, Language Testing Vol. 21 (3) pp.305–334. Copyright © 2004 by SAGE Publications. Reproduced by permission; pp.141–2 Extract from ‘Why the ‘Monkeys Passage’ bombed: tests, genres and teaching’ by Norton, B. & Stein, P., Harvard Educational Review Vol. 65 (1) pp.50–65. Copyright © President and Fellows of Harvard College. Excerpted with permission; p.144 Extract from ‘Did we take the same test? Differing accounts of the Ontario Secondary School Literacy Test by first and second language test-takers’ by Janna Fox and Liying Cheng, Assessment in Education: Principles, Policy & Practice Vol. 14 (1), Taylor & Francis, 2007. Reprinted by permission of the publisher (Taylor & Francis Ltd, http://www.tandf.co.uk/journals); p.148 Extract from Chapter 6 ‘Electronic feedback and second language writing’ by Mark Warschauer and Paige D. Ware of Feedback and Second Language Writing: Contexts and Issues by K. Hyland and F. Hyland. © Cambridge University Press 2006. Reproduced by permission; pp.170–1 CEFR self-assessment grid from A Common European Framework of Reference for Languages: Learning, Teaching, Assessment by Council of Europe. © Council of Europe. Reproduced by permission; p.95 Extract from ‘International Language Test Taking Among Young Learners: A Hong Kong Case Study’ by Alice Chik and Sharon Besser, Language Assessment Quarterly Vol. 8 (1), Taylor & Francis, 2011. Reprinted by permission of the publisher (Taylor & Francis Ltd, http://www.tandf.co.uk/journals).

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