Assessing the English Language Level
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Assessing the English Language Level

assessing a child's English

Assessing a child’s linguistic skills can be more challenging than doing the same for an adult. They may be shy and have to be coaxed out of it, they may be ill motivated and that should not be judged negatively for that. Sometimes when more effort is applied there are rewards and a reason to be motivated.

Have the child read something that he should know and then monitor the reading capability. If there is a word that is mispronounced that is normal he should not be expected to read everything fluently. Getting the pronunciation right the first time around is also to be unexpected the child is moving up in the academic world and will encounter complexities along the way. Words get longer and sentences get to be more complex as the student starts to read historical accounts and introspective, reflective material.

Grammar is going to be minimal when the child starts out. It is going to be something like knowing the difference between an activity and a noun or object. When he gets older he will learn more about the placements of words in a sentence and be more conscious of that. Although grammar is not as popular as class discussion is with students that prefer to talk rather than read, it is best to try to integrate the testing of it in some discussion. This is a way around the problem of trying to get the information out of a student who has difficulty giving you an answer to a grammatical rule that is set on paper only.

What about vocabulary? Well words associated with objects that the child will see every day will be the ones to learn first and those are the most easily reproducible. The further one goes away from these words the harder it will for the child to remember or to stay focused. The child has a feel for color if he can practice generating he colours as he sees the word. He can reproduce words according to the overall size and shape. Writing out the words associated to the learning is unnecessary but can be used to solidify the information.

Fluency can be a factor for grading the person's level although not much can be expected for the child who is able to string a few words together to know that she will have to go on and be able to expand her repertoire and give more complete statements.

The child's performance based on the above criteria is incomplete without the comprehension and that should be reading and oral comprehension. If the reading is limited than just being able to recognize some basic greetings or a family menu can be considered a good way to recognize familiar words. As the person learns to read than certain passages can be read from which a reading comprehension questions can be asked and they can gradually become more complex. The same can be said for listening comprehension as the child learns to understand more complex statements.

 Making a note of the child's motivational abilities also helps determine what his ability to reproduce the language is.

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