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Article published In: Defining Standards and Monitoring Progress in Learning Languages other than English
Guest-edited by Catherine Elder
[Australian Review of Applied Linguistics 23:2] 2000
► pp. 35–60

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Is learner progress in lote learning comparable across languages?

 | The University of Melbourne
 | The University of Melbourne
 | The University of Melbourne
Published online: 1 January 2000
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https://doi.org/10.1075/aral.23.2.03bro
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Elder, Catherine, Hyejeong Kim & Ute Knoch
2012. Documenting the diversity of learner achievements in Asian languages using common measures. Australian Review of Applied Linguistics 35:3 ► pp. 251 ff. DOI logo
Iwashita, Noriko
2012. Cross-linguistic influence as a factor in the written and oral production of school age learners of Japanese in Australia. Australian Review of Applied Linguistics 35:3 ► pp. 290 ff. DOI logo
Kohler, Michelle
2012. How does time-on-task affect the achievement of early and late starters of Indonesian in schools?. Australian Review of Applied Linguistics 35:3 ► pp. 271 ff. DOI logo
Scarino, Angela
2008. The Role of Assessment in Policy-Making for Languages Education in Australian Schools: A Struggle for Legitimacy and Diversity. Current Issues in Language Planning 9:3 ► pp. 344 ff. DOI logo
Coniam, David & Peter Falvey
2007. High-Stakes Testing and Assessment. In International Handbook of English Language Teaching, ► pp. 457 ff. DOI logo
Murray, D.E.
2006. Applied Linguistics in Australasia and the Pacific. In Encyclopedia of Language & Linguistics, ► pp. 342 ff. DOI logo
Hill, Kathryn & Tim McNamara
2003. Assessment Research in Second Language Curriculum Initiatives. In International Handbook of Educational Research in the Asia-Pacific Region, ► pp. 629 ff. DOI logo

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