English Language Testing of Very Young Children: The Case of Japan

Autor/in	Otomo, Ruriko
Titel	English Language Testing of Very Young Children: The Case of Japan
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1209802 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1209802
Schlagwörter	English (Second Language); Second Language Learning; Educational Policy; Language Planning; Foreign Countries; Language Tests; Competition; Early Childhood Education; Second Language Instruction; Content Analysis; Testing Problems; Elementary School Students; Test Use; Teaching Methods; Parent Attitudes; Private Schools; Stakeholders; Qualitative Research; Japan + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Sprachwechsel; Ausland; Language test; Sprachtest; Wettkampf; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Fremdsprachenunterricht; Inhaltsanalyse; Testanwendung; Teaching method; Lehrmethode; Unterrichtsmethode; Elternverhalten; Private school; Privatschule; Qualitative Forschung
Abstract	Taking commercial English language tests is becoming common practice among young English learners in Japan. With a specific focus on the "Jido Eiken" test, this study examines English language test-taking activity by analyzing textual data retrieved from three data sources. "Jido Eiken" is found to represent a complex phenomenon involving many stakeholders, including very young learners of English who have not fully acquired their first language and adults who often initiate the test-taking. This test-taking phenomenon is embedded in a "testing culture" in which individuals' ascribed social worth is based on test results, resulting in severe competition. In light of such findings, I discuss how "Jido Eiken" might be used in the near future, and draw attention to the negative and unintended consequences of the potential scenarios with respect to English language education and language policy in Japan and other contexts in the Asia-Pacific region. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01