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The Handbook of Language Assessment Across Modalities

The Handbook of Language Assessment Across Modalities

9780190885052
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Description
Historically, research on spoken language testing dates back to the late 1920s with the majority of work starting around the time of World War II. In contrast, signed language assessment research is a young area, nested within signed language linguistics, deaf education, and applied linguistics. To this day, very few signed language tests that can be used in applied contexts are available for learners of a signed language. This volume addresses issues that are inherent to language assessment development, regardless of the modality of the language. Comprised of 36 chapters, the book takes a new approach to exploring theoretical and practical issues related to assessment of signed and spoken languages by bringing together well known experts from both fields to engage in stimulating discussions about key issues related to language assessment. Grouped around twelve topics, the volume editors present differentperspectives to emphasize the points of similarity and chart a path for future interdisciplinary collaborations .
Product Details
OUP USA
91546
9780190885052
9780190885052

Data sheet

Publication date
2022
Issue number
1
Cover
hard cover
Pages count
472
Dimensions (mm)
156 x 235
Weight (g)
794
  • Introduction; Tobias Haug, Wolfgang Mann, & Ute Knoch; Topic 1: Development of First Language Assessments; Chapter 1.1: Issues Related to the Development of Spoken Language Tests for L1 Children; Penny Roy & Shula Chiat; Chapter 1.2: Issues in the Development of Signed Language Tests for Deaf Children; Ros Herman & Kate Rowley; Chapter 1.3: Discussion: Developing Tests of Spoken and Signed Language Development; Shula Chiat, Ros Herman, Kate Rowley & Penny Roy; Topic 2: Score Use and Interpretation of First Language Assessments; Chapter 2.1: Score Use and Interpretation of Standardized Assessments of Hearing L1; Bernard Camillieri; Chapter 2.2: How to Use and Interpret Scores on Signed Language Tests for Primary Language Users; Charlotte Enns & Patrick Boudreault; Chapter 2.3: Discussion of Issues Related to Score Use and Interpretation of Spoken and Signed Language Assessments; Patrick Boudreault, Bernard Camilleri, & Charlotte Enns; Topic 3: Dynamic Assessment of Language Learning; Chapter 3.1: Dynamic Assessment of Learners of a Spoken Language; Natalie Hasson; Chapter 3.2: Using Dynamic Assessment to Assess the Language and Communication Skills of Signing Deaf Children; Wolfgang Mann, Joanna Hoskin, & Hilary Dumbrill; Chapter 3.3: Discussion on Issues Related to the Use of Dynamic Assessment; Wolfgang Mann, Joanna Hoskin, Natalie Hasson, & Hilary Dumbrill; Topic 4: Assessing Atypical Language Development in Children: The Case of Autism Spectrum Disorder (ASD); Chapter 4.1: Assessing Spoken Language Development in Children with Autism Spectrum Disorder (ASD); Amy Frisbie; Chapter 4.2: Assessing Signed Language Development in Deaf/Signing Children with Autism Spectrum Disorder (ASD); Aaron Shield, Deborah Mood, Nicole Salamy, & Jonathan Henner; Chapter 4.3: Discussion on Assessing Atypical Language Development in Children: The Case of Autism Spectrum Disorder (ASD); Amy Kissel Frisbie, Aaron Shield, Deborah Mood, Nicole Salamy, & Jonathan Henner; Topic 5: Assessing Atypical Language Development in Children: The Case of Developmental Language Disorder; Chapter 5.1: Developmental Language Disorder and the Assessment of Spoken Language; Carol-Anne Murphy, Pauline Frizelle, & Cristina McKean; Chapter 5.2: Developmental Language Disorder and the assessment of signed language; David Quinto-Pozos; Chapter 5.3: Discussion on Assessing Children with Developmental Language Disorder (DLD); Carol-Anne Murphy, Pauline Frizelle, Cristina McKean, & David Quintos-Pozos; Topic 6: Assessing Bi- and Multilingual Learners; Chapter 6.1: Assessing the oral language skills of bilinguals with and without Developmental Language Disorders; Lisa M. Bedore, Elizabeth D. Pe?a, Kathleen Durant, & Stephanie McMillen; Chapter 6.2: Assessing Bilingual Deaf and Hard-of-Hearing Children; Kathryn Crowe; Chapter 6.3: Assessment of Bi/multilingual Children; Lisa M. Bedore, Kathryn Crowe, Elizabeth D. Pe?a, Kathleen Durant, & Stephanie McMillen; Topic 7: Construct Issues in Second Language Assessments; Chapter 7.1: Construct in Assessments of Spoken Language; Susy Macqueen; Chapter 7.2: Construct Issues in Second Signed Language Assessment; Tobias Haug; Chapter 7.3:: Issues in Spoken and Signed Language Assessment Constructs; Susy Macqueen & Tobias Haug; Topic 8: Validation of Second Language Assessments; Chapter 8.1: Validation of Second Language Spoken Assessments; Carol Chapelle and Hye-won Lee; Chapter 8.2: Validation of Signed Language Tests for Adult L2 Learners; Peter Hauser, Krister Schönström & Christian Rathmann; Chapter 8.3: Discussion of Validation Issues in Second Language Assessment; Carol A. Chapelle, Peter C. Hauser, Hye-won Lee, Christian Rathmann, & Krister Schönström; Topic 9: Scoring Issues in Second Spoken and Signed Language Assessment; Chapter 9.1: Scoring Spoken Second Language Assessment; Ute Knoch; Chapter 9.2: Scoring Second Signed Language Assessment; Tobias Haug, Eveline Boers-Visker, Wolfgang Mann, Geoffrey Poor, and Beppie Van den Bogaerde; Chapter 9.3: Discussion on Scoring Issues in Second Language Assessment; Tobias Haug, Ute Knoch & Wolfgang Mann; Topic 10: Discourse Analysis and Language Assessment; Chapter 10.1: Discourse Analysis in Second Language Speaking Assessment; Kellie Frost; Chapter 10.2: Interviewer accommodation in Sign Language Proficiency Interviews; Rachel McKee, Sara Pivac Alexander, & Wenda Walton; Chapter 10.3: Discourse Analysis in Signed and Spoken Language Assessment; Rachel McKee and Kellie Frost; Topic 11: Language Assessment Literacy in Second Language Assessment Contexts; Chapter 11.1: Language Assessment Literacy in Second Spoken Language Assessment; Luke Harding, Benjamin Kremmel, & Kathrin Eberharter; Chapter 11.2: Language Assessment Literacy in Second Signed Language Assessment; Eveline Boers-Visker & Annemiek Hammer; Chapter 11.3: Discussion on Language Assessment Literacy; Eveline Boers-Visker, Kathrin Eberharter, Annemiek Hammer, Luke Harding & Benjamin Kremmel; Topic 12: Use of New Technologies in Second Language Assessment; Chapter 12.1: New Technologies in Second Language Spoken Assessment; Phuong Nguyen & Volker Hegelheimer; Chapter 12.2: Use of New Technologies in L2 Signed Language Assessment; Sarah Ebling, Necati Cihan Camgöz & Richard Bowden; Chapter 12.3: Discussion on New Technologies in Spoken and Signed Language Testing; Sarah Ebling, Phuong Nguyen, Volker Hegelheimer, Cihan Camgöz, & Richard Bowden; Epilogue: Finding common ground in language assessment of signed and spoken language: So far and yet so close; Wolfgang Mann, Tobias Haug, & Ute Knoch;
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