ABSTRACT
This chapter focuses on the assessment practices of two primary-level English teachers in urban schools in Vietnam, acknowledging a recent national policy mandating English instruction in Grades 3 to 5. Young language learners (YLLs) in English teaching contexts are defined as those students learning English as a foreign/second language during the first six or seven years of formal schooling, roughly between the ages of 5 and 12. YLL assessment has gained increased emphasis in recent decades due to the widespread introduction of foreign language instruction in primary education. While English as a foreign language (EFL) classroom assessment research has mainly been based on well-resourced settings, YLL teachers’ assessment practices in less-privileged contexts remain under-explored. A sociocultural approach to EFL teacher cognition and assessment practices aims to provide insights into the activity of assessment by scrutinizing teachers’ cognitive processes, their actual practices, and how these dimensions interrelate with teachers’ working contexts.
