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Contents
KEYNOTES
Marianne Nikolov,
Challenges in Assessing Young EFL Learners
/
Jelena Mihaljevi
ć
Djigunovi
ć
,
A
ff
ect and Assessment in TEYL
/
Shelagh Rixon,
Going Beyond the Language? Cognitive Demands and
Metacognitive Opportunities in Young Language Learners Assessment
/
JoAnn (Jodi) Crandall,
Assessment for Learning
/
WORKSHOPS
Eric Petter Sakari Bergman,
Tom Sawyer’s Apple: Intrinsic and Extrinsic
Motivation in TEYL Assessment’
/
Rob Sved,
Using Assessment to Help Our Pupils to Become Better Learners
/
PAPER SECTIONS
S
O
S
Dorota Camp
fi
eld,
Function Words and Lexical Challenge – Elicited Imitation
for Study of Child L Oral Ability
/
Louise Courtney,
Répétez: Sentence Repetition as a Measure of Lexical and
Grammatical Knowledge for Young Learners of French
/
Shelagh Rixon,
Assessment Very Much FOR Learning
! /
Danijela Proši
ć
-Santovac, Vera Savi
ć
and Shelagh Rixon,
Assessing Young
English Language Learners in Serbia: Teachers’ Attitudes and Practices
/
S
Biljana Radi
ć
-Bojani
ć
,
Assessment of Young Learners in the Pre–Literacy
Period
/
Danijela Radovi
ć
,
Assessment of Communication Skills at the Beginning of
Acquiring English as a Second Language
/
Aleksandra Šuvakovi
ć
,
Attitudes of Parents and Their In
fl
uence on Process
E
ffi
cacy of Early Simultaneous Learning of Two Languages
/
Danica Jerotijevi
ć
Tišma,
A Comparison of Two Di
ff
erent Approaches in
Teaching and Assessing Young EFL Learners’ Pronunciation
/
S
T
S
Sharon Ahlquist,
Opportunities for Formative Assessment in the Storyline
Approach
/
Alison Porter,
Exploration of Classroom–Based, Formative Assessment of Early
(French) Language Learners in English Primary Schools
/
Marina Cvetkovi
ć
and Olja Miloševi
ć
,
Impact of Formative Assessment on the
Con
fi
dence of Young Learners in a Foreign Language Classroom
/
Tatjana Dumitraškovi
ć
,
Challenges of Alternative Assessment Approaches in
TEYL
/
6
S
Anžela Nikolovska,
Self–assessment in the Young Learner Classroom: Teacher
Perspectives
/
Biljana Radi
ć
–Bojani
ć
and Jagoda Topalov,
Teacher’s Beliefs about Teacher Talk
in a Young Learners’ English Classroom
/
Lora Petroni
ć
Petrovi
ć
and Ivana Damnjanovi
ć
,
Performance–Based and
Authentic Assessment for Cambridge YLE Starters Exam
/
Jelena Mazurkievi
ć
and Tatjana Glušac,
Individualized Education Planning
and Assessment
/
S
T
S
Valiantsina Holubeva,
Assessing Young Learners: Shifting from Grading to
Motivation
/
Johanna Schnuch,
Multilingualism and Language Awareness in a Bilingual
Primary School
/
Ma
ł
gorzata Tetiurka,
Large–Scale Testing and a Young Learner – Lessons from
a Primary School Leaving Exam in English
/
Dionysia Saratsli, Alexandros Vagenas,Thomai Alexiou and Matthaioudakis
Marina,
Words Don’t Come Easy: The Magic Element of Vocabulary in
Primary English Coursebooks and Strategies to Develop It
/
Radmila Bodri
č
,
The Impact of Assessment on Young Learners’ Motivation in
EFL Learning
/
S
Ivana
Ć
irkovi
ć
–Miladinovi
ć
,
Re
fl
ection in Action: Strategies for Teacher Self–
Evaluation
/
Istvan Thekes,
Results of an Online Diagnostic English as a Foreign Language
Vocabulary Test Battery Among Young Learners
/
Agneska Jablonska Eklöf and Thorsten Schröter,
Where There Are No Grades
or Criteria: How Do Swedish EYL Teachers Assess Achievement
? /
Marijana Mati
ć
and Nenad Miladinovi
ć
,
Assessment Strategies in TEYL in
Lower Elementary Schools in Serbia– A Scope for Change
/
S
Jovana Tomi
ć
and Ana Zdravkovi
ć
,
The Use of Pidgins and Creoles in
Education of Young Learners
/
Sylvie Dolakova,
Can Young Learners Learn from Stories
/
Marija Luka
č
and Ivana Bobi
ć
,
An Exercise in Self–Assessment in TEYL
/
Sylvie Dolakova,
English from the Very First Word
/
Olivera Ili
ć
,
Using Audio–recording Tools for Oral Language Assessment of
Young Learners
/
Jelena Mazurkievi
ć
and Tatjana Glušac,
Motivation Is the Principle
Measurement in Assessment of Children with Disabilities and Learning
Di
ffi
culties
/
7
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