Volume 12, Issue 2, 2023

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 areasSusan 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 qualificationMargaret 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