Historically, research on spoken language testing dates back to the late 1920s with the majority of work starting around the time of World War II. In contrast, signed language assessment research is a young area, nested within signed language linguistics, deaf education, and applied linguistics. To this day, very few signed language tests that can be used in applied contexts are available for learners of a signed language.
This volume addresses issues that are inherent to language assessment development, regardless of the modality of the language. Comprised of 36 chapters, the book takes a new approach to exploring theoretical and practical issues related to assessment of signed and spoken languages by bringing together well known experts from both fields to engage in stimulating discussions about key issues related to language assessment. Grouped around twelve topics, the volume editors present different perspectives to emphasize the points of similarity and chart a path for future interdisciplinary collaborations .
Edited by:
Tobias Haug (Professor Professor University of Applied Sciences in Special Needs Education),
Wolfgang Mann (Professor,
Professor,
School of Education,
University of Roehampton),
Ute Knoch (Director,
Language Testing Research Centre,
Director,
Language Testing Research Centre,
University of Melbourne)
Imprint: Oxford University Press Inc
Country of Publication: United States
Dimensions:
Height: 191mm,
Width: 229mm,
Spine: 33mm
Weight: 794g
ISBN: 9780190885052
ISBN 10: 019088505X
Series: Perspectives on Deafness
Pages: 472
Publication Date: 31 March 2022
Audience:
Professional and scholarly
,
Undergraduate
Format: Hardback
Publisher's Status: Active
Introduction Tobias Haug, Wolfgang Mann, & Ute Knoch Topic 1: Development of First Language Assessments Chapter 1.1: Issues Related to the Development of Spoken Language Tests for L1 Children Penny Roy & Shula Chiat Chapter 1.2: Issues in the Development of Signed Language Tests for Deaf Children Ros Herman & Kate Rowley Chapter 1.3: Discussion: Developing Tests of Spoken and Signed Language Development Shula Chiat, Ros Herman, Kate Rowley & Penny Roy Topic 2: Score Use and Interpretation of First Language Assessments Chapter 2.1: Score Use and Interpretation of Standardized Assessments of Hearing L1 Bernard Camillieri Chapter 2.2: How to Use and Interpret Scores on Signed Language Tests for Primary Language Users Charlotte Enns & Patrick Boudreault Chapter 2.3: Discussion of Issues Related to Score Use and Interpretation of Spoken and Signed Language Assessments Patrick Boudreault, Bernard Camilleri, & Charlotte Enns Topic 3: Dynamic Assessment of Language Learning Chapter 3.1: Dynamic Assessment of Learners of a Spoken Language Natalie Hasson Chapter 3.2: Using Dynamic Assessment to Assess the Language and Communication Skills of Signing Deaf Children Wolfgang Mann, Joanna Hoskin, & Hilary Dumbrill Chapter 3.3: Discussion on Issues Related to the Use of Dynamic Assessment Wolfgang Mann, Joanna Hoskin, Natalie Hasson, & Hilary Dumbrill Topic 4: Assessing Atypical Language Development in Children: The Case of Autism Spectrum Disorder (ASD) Chapter 4.1: Assessing Spoken Language Development in Children with Autism Spectrum Disorder (ASD) Amy Frisbie Chapter 4.2: Assessing Signed Language Development in Deaf/Signing Children with Autism Spectrum Disorder (ASD) Aaron Shield, Deborah Mood, Nicole Salamy, & Jonathan Henner Chapter 4.3: Discussion on Assessing Atypical Language Development in Children: The Case of Autism Spectrum Disorder (ASD) Amy Kissel Frisbie, Aaron Shield, Deborah Mood, Nicole Salamy, & Jonathan Henner Topic 5: Assessing Atypical Language Development in Children: The Case of Developmental Language Disorder Chapter 5.1: Developmental Language Disorder and the Assessment of Spoken Language Carol-Anne Murphy, Pauline Frizelle, & Cristina McKean Chapter 5.2: Developmental Language Disorder and the assessment of signed language David Quinto-Pozos Chapter 5.3: Discussion on Assessing Children with Developmental Language Disorder (DLD) Carol-Anne Murphy, Pauline Frizelle, Cristina McKean, & David Quintos-Pozos Topic 6: Assessing Bi- and Multilingual Learners Chapter 6.1: Assessing the oral language skills of bilinguals with and without Developmental Language Disorders Lisa M. Bedore, Elizabeth D. Peña, Kathleen Durant, & Stephanie McMillen Chapter 6.2: Assessing Bilingual Deaf and Hard-of-Hearing Children Kathryn Crowe Chapter 6.3: Assessment of Bi/multilingual Children Lisa M. Bedore, Kathryn Crowe, Elizabeth D. Peña, Kathleen Durant, & Stephanie McMillen Topic 7: Construct Issues in Second Language Assessments Chapter 7.1: Construct in Assessments of Spoken Language Susy Macqueen Chapter 7.2: Construct Issues in Second Signed Language Assessment Tobias Haug Chapter 7.3:: Issues in Spoken and Signed Language Assessment Constructs Susy Macqueen & Tobias Haug Topic 8: Validation of Second Language Assessments Chapter 8.1: Validation of Second Language Spoken Assessments Carol Chapelle and Hye-won Lee Chapter 8.2: Validation of Signed Language Tests for Adult L2 Learners Peter Hauser, Krister Schönström & Christian Rathmann Chapter 8.3: Discussion of Validation Issues in Second Language Assessment Carol A. Chapelle, Peter C. Hauser, Hye-won Lee, Christian Rathmann, & Krister Schönström Topic 9: Scoring Issues in Second Spoken and Signed Language Assessment Chapter 9.1: Scoring Spoken Second Language Assessment Ute Knoch Chapter 9.2: Scoring Second Signed Language Assessment Tobias Haug, Eveline Boers-Visker, Wolfgang Mann, Geoffrey Poor, and Beppie Van den Bogaerde Chapter 9.3: Discussion on Scoring Issues in Second Language Assessment Tobias Haug, Ute Knoch & Wolfgang Mann Topic 10: Discourse Analysis and Language Assessment Chapter 10.1: Discourse Analysis in Second Language Speaking Assessment Kellie Frost Chapter 10.2: Interviewer accommodation in Sign Language Proficiency Interviews Rachel McKee, Sara Pivac Alexander, & Wenda Walton Chapter 10.3: Discourse Analysis in Signed and Spoken Language Assessment Rachel McKee and Kellie Frost Topic 11: Language Assessment Literacy in Second Language Assessment Contexts Chapter 11.1: Language Assessment Literacy in Second Spoken Language Assessment Luke Harding, Benjamin Kremmel, & Kathrin Eberharter Chapter 11.2: Language Assessment Literacy in Second Signed Language Assessment Eveline Boers-Visker & Annemiek Hammer Chapter 11.3: Discussion on Language Assessment Literacy Eveline Boers-Visker, Kathrin Eberharter, Annemiek Hammer, Luke Harding & Benjamin Kremmel Topic 12: Use of New Technologies in Second Language Assessment Chapter 12.1: New Technologies in Second Language Spoken Assessment Phuong Nguyen & Volker Hegelheimer Chapter 12.2: Use of New Technologies in L2 Signed Language Assessment Sarah Ebling, Necati Cihan Camgöz & Richard Bowden Chapter 12.3: Discussion on New Technologies in Spoken and Signed Language Testing Sarah Ebling, Phuong Nguyen, Volker Hegelheimer, Cihan Camgöz, & Richard Bowden Epilogue: Finding common ground in language assessment of signed and spoken language: So far and yet so close Wolfgang Mann, Tobias Haug, & Ute Knoch
Tobias Haug is a professor for sign language and participation of the deaf and hard-of-hearing at the University of Teacher Education in Special Needs, Zurich. His main research include sign language assessment, more specifically rater behavior, automatic sign recognition and assessment, web-based testing, targeting both young and adult learners of sign language, and sign language interpreting. Wolfgang Mann is a Reader in Special and Inclusive Education at the University of Roehampton, specializing in signed language development and assessment. His other interests include the wider impacts of experiencing a language problem, specifically language development and language difficulties in deaf children, bilingual-bimodal education, online reading, and computer-and mobile-assisted language testing. Ute Knoch is an Associate Professor and the Director of the Language Testing Research Centre at the University of Melbourne. Her research interests are in the areas of rating processes, test validity, assessing languages for academic and professional purposes, and placement testing.
