While research into aspects of standardised language tests is growing, the area of classroom-based language assessment (CBLA) is still not well-defined and relatively under-researched. Studies investigating CBLA practices within the ESL/EFL school contexts as well as the tertiary level have stressed the need for further research as the picture is not yet complete. The volume aims to address this challenge by presenting a wide scope of research interests that discuss theoretical and practical underpinnings of CBLA. It is also meant to promote the notion of CBLA for a wide membership of the...

The aim of this volume is to record the resurgent influence of Language Learning in Translation Studies and the various contemporary ways in which translation is used in the fields of Language Teaching and Assessment. It examines the possibilities and limitations of the interplay between the two disciplines in attempting to investigate the degree to which recent calls for reinstating translation in language learning have borne fruit. The volume accommodates high-quality original submissions that address a variety of issues from a theoretical as well as an empirical point of view. The chapters...

This edited volume discusses the theoretical, ethical and practical considerations involved in the assessment of Second Language Learners (SLLs) with Specific Language Learning Disorders (SpLD), such as dyslexia and Attention Deficit and Hyperactivity Disorder, and with other disabilities like visual and hearing impairments. The volume contains 14 chapters. These explore various theoretical models and research findings that identify and evaluate the language and special needs of SLLs with SpLD and other disabilities and evaluate the effectiveness of the accommodation practices employed so...