SiLA current issue

Volume 12, Issue 2, 2023

SPECIAL ISSUE: Including the excluded: Young language learners and fair assessment in school and early childhood
GUEST EDITORS: Denise Angelo, Catherine Hudson & Julie Luxton

Front matter

Introduction

Articles

SECTION 1: Language learners and mismatched mainstream and standardised assessments
Phantom young English language learners: The shadowy presence of second language proficiency in (English medium) early childhood assessment
Denise Angelo & Catherine Hudson, Australian National University
Unguided. Assessing young EAL/D learners' achievements in mainstream curriculum areas
Susan Poetsch, University of Sydney
The new national literacy tests for post-primary students in Aotearoa New Zealand: How process and design issues undermine principles of a strong and fair qualification
Margaret Franken, Independent Researcher

SECTION 2: Improving ways of working and assessing for language learners
Fairer for all: Teachers identifying and solving problems with the assessment of English language learners in the mainstream classroom
Rosemary Erlam, Waipapa Taumata Rau |University of Auckland
A fair go: Translanguaging and assessment practices in a New Zealand junior college
Simon Crosby, Waipapa Taumata Rau |University of Auckland
Making room for learning and assessing together in bilingual, bicultural teaching teams at a remote Warlpiri school in Central Australia
Emma Browne, Australian National University
Seeing the positives in assessment. Contributing to a “literature of doing” school-based Aboriginal language revival programs
Jasmine Seymour & Denise Angelo, Australian National University

SECTION 3: Development and implementation of purpose-built assessment tools
A culturally sustaining and valid Alaska Native Language (Yugtun) assessment for school children
Rosalie Grant, University of Wisconsin-Madison, Gayle Arnaqulluk Miller, Yup'ik Curriculum Design & Gary Cook, University of Wisconsin-Madison
Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks: Unpacking the evidence base for the Bandscales State Schools (Queensland)
Catherine Hudson, Australian National University, Denise Angelo, Australian National University & Sue Creagh, The University of Queensland
EAL/D or an additional need?  A cycle of learning, teaching and assessment to discern if an EAL/D student has additional needs to learning English
Bernadette Barker, Independent Consultant
Developing the Little Kids’ Word List app, a fair assessment tool of communicative development for young Aboriginal children in multilingual families in Central Australia
Carmel O’Shannessy, Australian National University, Vanessa Davis, Australian National University / Tangentyere Council, Jessie Bartlett, Red Dust Role Models, Alice Nelson, Red Dust Role Models & Denise Foster, Tangentyere Council

PAST ISSUES

Volume 12, Issue 1, 2023

Articles
​Test review
Book reviews

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Volume 11, Issue 2,  2022

Articles
Test review

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Volume 11, Issue 1, 2022

SPECIAL ISSUE: Contextualising language assessment literacy

Articles

Book reviews

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PLTA

Volume 10, Issue 2, 2021

Articles

Book reviews

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Volume 10, Issue 1, 2021

SPECIAL ISSUE: Negotiating tensions between language assessment policies and practices: the role of the language testing professional:  A celebration of 30 years of work at the University of Melbourne’s Language Testing Research Centre (1990-2020)

Articles

Coda

Book reviews