The authors first indicate how one must understand the old recognition that apparently individual behavior within any family must be understood in terms of the whole. They then investigate features of this whole, first as a local production and then in the historical context to which it is respons

The increasing reliance of our educational system on standardized tests has precipitated a national debate. This debate, however, has proceeded with little attention to the tests themselves. This book makes a scholarly contribution to the debate by using the methods of discourse analysis to examine not only representative material from reading tests but also children's responses to it. The book is particularly attentive to the role of culture in shaping children's understanding of what they read.

From Testing to Assessment: English as an International Language provides a critical review of conventional and alternative approaches to the assessment of English literacy skills in various parts of the world. It presents empirical studies conducted in three major settings: in countries such as Japan and Brazil where English functions as the language of international commernce; in multilingual countries such as Nigeria and Zimbabwe where English is the national language of education and government; and in such countries as Canada, the United Kingdom and the United States where English is the dominant language.The book opens with a discussion of language assessment in relation to debates about the nature of literacy; it concludes with a discussion of policy implications, which is grounded in literacy theory as well as in practical constraints such as available human and material resources.

From Testing to Assessment: English as an International Language provides a critical review of conventional and alternative approaches to the assessment of English literacy skills in various parts of the world. It presents empirical studies conducted in three major settings: in countries such as Japan and Brazil where English functions as the language of international commernce; in multilingual countries such as Nigeria and Zimbabwe where English is the national language of education and government; and in such countries as Canada, the United Kingdom and the United States where English is the dominant language. The book opens with a discussion of language assessment in relation to debates about the nature of literacy; it concludes with a discussion of policy implications, which is grounded in literacy theory as well as in practical constraints such as available human and material resources.

Listening is one of the most important parts of our relationship with God. Our ability to listen and receive instruction is what defines our lives as Christians. The Bible is alive with the voice of God and much emphasis is on the outworked consequence as to whether that voice is heard, heeded and acted upon. Recognising the voice of God is only the first step towards the act of 'listening'. Without confidently knowing the mind of Christ and interpreting correctly his voice, we cannot apply what we receive into decisive actions of faith. Contained in this instruction book of 'listening' is also the call to 'look'. The author explains how God opens our eyes to the world as if we are looking through His. It is a crucial part in the process of interpreting the signs of the times we live in. We are warned that without having this capacity to look, see, listen and understand that believers will be in danger of falling into complacency, deception and sin. However, if we 'listen', we can have the mind of Christ that will change our and others lives. Issachar Ministries is named after the tribe of Issachar who in the time of King David was renowned for having men of prayer who "understood the times and knew what Israel should do" (1 Chronicles 12.32). The objective of the Ministry is to seek understanding, from a Biblical perspective, of current events both in Britain and on the international scene and equip believers to meet the challenges. www.issacharministries.co.uk

In 'Free at Last?' Dr Clifford speaks from personal experience to provide a penetrating analysis of the deep social problems affecting our inner-city communities.

The increasing reliance of our educational system on standardized tests has precipitated a national debate. This debate, however, has proceeded with little attention to the tests themselves. This book makes a scholarly contribution to the debate by using the methods of discourse analysis to examine not only representative material from reading tests but also children's responses to it. The book is particularly attentive to the role of culture in shaping children's understanding of what they read.