Cover -- Title -- Copyright -- CONTENTS -- Series Editors' Foreword -- Acknowledgements -- List of Contributors -- List of Illustrations -- Section 1 Introduction -- 1 An Overview of English Language Proficiency Assessments for Young Learners -- Section 2 Theoretical Basis and Assessment Frameworks -- 2 Theoretical and Developmental Issues to Consider in the Assessment of Young Learners' English Language Proficiency -- 3 Designing the TOEFL® PrimaryTM Tests -- 4 TOEFL Junior® Design Framework -- 5 Designing Task Types for English Language Proficiency Assessments for K-12 English Learners in the U.S. -- Section 3 Empirical Studies for Validity Evidence -- 6 A Field Test Study for the TOEFL® PrimaryTM Reading and Listening Tests -- 7 Strategies Used by Young English Learners in an Assessment Context -- 8 Using the Common European Framework of Reference to Facilitate Score Interpretations for Young Learners' English Language Proficiency Assessments -- 9 Making a Validity Argument for Using the TOEFL Junior® Standard Test as a Measure of Progress for Young English Language Learners -- 10 Comparing the Performance of Young English Language Learners and Native English Speakers on Speaking Assessment Tasks -- Section 4 Future Assessments and Innovations for Young Learners -- 11 Considering Young Learners' Characteristics in Developing a Diagnostic Assessment Intervention -- 12 Computerized Dynamic Assessments for Young Language Learners -- 13 Measuring 21st-Century Reading Comprehension Through Scenario-Based Assessments -- Section 5 Conclusion -- 14 Challenges and Future Directions for Young Learners' English Language Assessments and Validity Research -- Subject Index