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The teaching of one or more foreign languages is no longer restricted to the secondary school domain. In some countries a foreign language was introduced nationally into the primary curriculum as early as the 1960s (e.g., Sweden); elsewhere (e.g., Austria) this began on a very small scale. In another case, the teaching of a foreign language has had a somewhat chequered career, as with French in primary schools in England and Wales in the late 1960s and early 1970s (Burstall, 1974). However, as has been demonstrated unequivocally by Kubanek-German (1998), the teaching of foreign languages is now very much a part of national education policy in the European Union, as indeed elsewhere. In addition to these primary foreign language learning contexts, we have the widespread use of (predominantly) English as anadditional/secondlanguage for children in mainstream education in countries such as Australia, Britain, Canada and the United States of America. At this point it is useful to clarify some of the terminology used in this special issue and the differences in use across the different assessment contexts reported here. A range of terms is used in England and Wales, Australia, Canada and North America to refer to learners who are using English as the medium of instruction in school contexts but who are not English first language (L1) speakers. The term English as a Second Language (ESL) – used in Canada, North America and Australia – carries the same meaning as English as an Additional Language (EAL), which is the term now used in official documentation in England and Wales. In Australia and North America, reference is also made to learners with Limited English Proficiency (LEP). The convention adopted in this special issue is for authors to use the terminology as is the practice in their contexts of work. North American readers will also be more familiar with the

Assessment in early years language learning contexts