Assessing Young Learners’ Grammar In EFL Contexts
DOI:
https://doi.org/10.47134/academicia.v6i3.41Keywords:
Assessing Grammar, Young Learners, EFL Primary Classes, Formative Assessment, Communicative Language TeachingAbstract
Assessing grammar in young learners (YLs) presents unique pedagogical and methodological challenges due to their developmental characteristics, cognitive readiness, and learning styles. Unlike adult learners, children acquire grammatical competence largely through implicit processes, requiring assessment approaches that are contextually embedded, interactive, and developmentally appropriate. This article explores theoretical foundations of grammar acquisition in young learners, principles of effective assessment, and practical strategies for evaluating grammatical competence in primary English as a Foreign Language (EFL) classrooms. Special attention is given to alternative assessment methods such as observation, portfolios, games, and technology-enhanced tools. The discussion also considers challenges faced in EFL contexts, particularly in countries like Uzbekistan, where curriculum demands and classroom realities may influence assessment practices. The article concludes with pedagogical implications for teachers and recommendations for improving grammar assessment in young learner contexts
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