ABSTRACT
This chapter explores language learning progressions as classroom-based, formative assessment tools offer new possibilities that promote student language learning in and out of classrooms and across the years of schooling. These progressions address the key problem in community language learning in schools and communities: how can student language learning across contexts be credited and how can improvement be measured in a practical and reliable way. The chapter analyses constructs of language repertoire and milestones as ways to support progression development in key languages.
