Collaborative approaches to assessing progression in English in an early language learning initiative: A case study

To my knowledge there is little to no published information that presents appropriate processes and approaches to assessing progression in an early language learning initiative in pre-primary education. Research does however show there is a tendency for language specialists to be responsible for providing foreign language lessons to this age group, thus focusing on the language as a discrete subject within an early years curriculum that takes a global approach to educating children (Fleta, 2016; Mourão & Ferreirinha, 2016). This chapter uses a case study to understand a collaborative approach to looking at assessment of English in an early language learning initiative in a pre-primary institution in Portugal, where English is taught by a visiting English teacher. The chapter begins with a discussion around early childhood education and care and the relevance of integrating a foreign language project. It presents the case and using data from observations, interviews with the pre-primary professionals and the English teacher, together with document analysis, provides evidence to show that staff are able to work together to ensure that the assessment of English is integrated into their joint practices to benefit the children and the learning environment. The chapter concludes with a reflection on this approach and its suitability in other contexts.