CLIL (Content and Language Integrated Learning) has emerged since the millennium as a major trend in education. Written by Do Coyle, Philip Hood and David Marsh and drawing on their experience of CLIL in secondary schools, primary schools and English language schools across Europe, this book gives a comprehensive overview of CLIL. It summarises the theory which underpins the teaching of a content subject through another language and discusses its practical application, outlining the key directions for the development of research and practice. This book acknowledges the uncertainty many teachers feel about CLIL, because of the requirement for both language and subject knowledge, while providing theoretical and practical routes towards successful practice for all.

Key features

• An expert team of authors, each bringing additional specialised knowledge in the areas of ELT (Marsh), secondary education (Coyle) and primary education (Hood).

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This publication highlights the need for test developers to provide clear explanations of the ability constructs which underpin tests offered in the public domain. An explanation is increasingly required or if the validity of test score interpretation and use are to be supported both logically and with empirical evidence.

The book demonstates the application of a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components which reflect the practical nature and quality of an actual testing event. It examines Cambridge ESOL writing tasks from the following perspectives: Test Taker, Cognitive Validity, Context Validity, Scoring Validity, Criterion-related Validity and Consequential Validity. The authors show how an understanding and analysis of the framework and its components in relation to specific writing tests can assist test developers to operationalise their tests more effectively, especially in relation to criterial distinctions across test levels.

Key features

• Includes up-to-date review of relevant literature on assessing reading.
• Provides a coherent framework for validating all tests/exams of reading.
• Is the first systematic attempt to describe the different proficiency levels of reading in a second language.
• Combines theoretical insights and practical advice.
• Helps readers to validate their own exams in a systematic and coherent fashion.
• Provides stakeholders in the testing community with a clearer picture of different levels of proficiency in reading.

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