Teaching English to Young Learners

Hi readers!!! welcome back to my blog. So, in this blog is about assessment. I hope u'll enjoy the blog. Thankyou Assessment is how we identify our learners’ needs, document their progress, and determine how we are doing as teachers and planners. That being said, how do we know we are doing it right? How do we know that the assessment tools we are using measure what we intend them to? If we are serious about getting the best snapshot of the progress of our learners and the effectiveness of our programs, these are questions that we must continually ask. Assessment occurs in many contexts and is done for a variety of reasons. The three archive articles chosen for this issue all deal with different aspects of assessment. While they do not answer every question, they should help you consider how you use assessment in your own teaching. Traditionally, the most common way to measure achievement and proficiency in language learning has been the test. Even though alternative forms of asses

 HI READERS! WELCOME BACK TO MY BLOG!!! Do you know about Materials Evaluation and Materials Design ? in this blog, i want to share the information about the topic. Enjoy my blog!!! Material evaluation is a dynamic process which is "fundamentally a subjective, rule-of-thumb activity" where "no neat formula, grid, or system will ever provide a definitive yardstick" (Sheldon, 1988, p. 245). Sheldon argues that the criteria and the key questions central for setting up a material evaluation scheme partly depends on "the swings of linguistic fashion" (p. 240). Rod Ellis (1997) differentiates between two types of materials evaluation: a predictive evaluation and a retrospective evaluation. A predictive evaluation is designed to make a decision regarding what materials to use, whereas a retrospective evaluation designed to examine materials that have actually been used. A brief review of the literature relating to materials evaluation reveals that the research fo

Hi readers !! this is my new blog about "Research In The Primary English Classroom" There is “Research” (capital “R”), and then there’s “research” (lowercase “r”). “Research” as concerned with scientists and applied linguists involves a very meticulous and rigorous set of procedures aimed at presenting a study’s findings (that are deemed reliable and valid) to an academic audience. This is highly specialized and requires a great degree of training. It tends to be very theoretical but can also have some practical implications/applications in the language classroom. Then there’s “research”, inquiries that originate from a teacher based on his/her observations and that he/she investigates further in order to draw some logical conclusions. These findings may not necessarily be presented to an academic audience (though they very well may; it’s really up to the teacher how far he/she pursues public dissemination of the results), but are rather intended to help the teacher make info