Not too surprisingly, it is found that the use of standardized English tests for assessing young learners (YLLs) has been prevalent in East Asia, including China, as the “zeal for teaching English to younger and younger learners extends to both within and outside of the formal educational system” (Butler, 2014, p. 3). Since assessing young learners is a relatively young field per se, a narrowly focused and thoroughly analyzed study about the impact of standardized English language assessment on Chinese YLLs has yet to be conducted. Hence, this paper seeks to (1) review the historical and cultural backgrounds of Chinese standardized assessment, (2) review recent studies and researchers’ important considerations on assessing YLLs’ English language performance, (3) build connections between YLLs in general and YLLs in China by discussing current issues and the challenges that we face, and (4) conclude by providing pedagogical and social-political implications for teachers, parents and
Not too surprisingly, it is found that the use of standardized English tests for assessing young learners (YLLs) has been prevalent in East Asia, including China, as the “zeal for teaching English to younger and younger learners extends to both within and outside of the formal educational system” (Butler, 2014, p. 3). Since assessing young learners is a relatively young field per se, a narrowly focused and thoroughly analyzed study about the impact of standardized English language assessment on Chinese YLLs has yet to be conducted. Hence, this paper seeks to (1) review the historical and cultural backgrounds of Chinese standardized assessment, (2) review recent studies and researchers’ important considerations on assessing YLLs’ English language performance, (3) build connections between YLLs in general and YLLs in China by discussing current issues and the challenges that we face, and (4) conclude by providing pedagogical and social-political implications for teachers, parents and