Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and English Language Teaching (ELT). Many practitioners wonder how they can ‘do CLIL’ if their main classes are focused on English as a Foreign Language (EFL). This volume addresses these concerns by examining the experiences of various CLIL practitioners in the EFL context of Japan. Chapters outline the CLIL methodology, the differences in ‘hard CLIL’ (subject led) and ‘soft CLIL’ (language-oriented) before focusing on the EFL interpretations of soft-CLIL. Although the distinction of hard CLIL and soft CLIL has been mentioned in several publications, this is the first book-length exploration of this issue, featuring chapters examining expectations, challenges, material support, implementation, and even motivation in CLIL classrooms. All of this culminates in a review of the potential and future of CLIL in EFL contexts, paving the way for more widespread and well informed implementation of CLIL all over the world.

Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and English Language Teaching (ELT). Many practitioners wonder how they can 'do CLIL' if their main classes are focused on English as a Foreign Language (EFL). This volume addresses these concerns by examining the experiences of various CLIL practitioners in the EFL context of Japan. Chapters outline the CLIL methodology, the differences in 'hard CLIL' (subject led) and 'soft CLIL' (language-oriented) before focusing on the EFL interpretations of soft-CLIL. Although the distinction of hard CLIL and soft CLIL has been mentioned in several publications, this is the first book-length exploration of this issue, featuring chapters examining expectations, challenges, material support, implementation, and even motivation in CLIL classrooms. All of this culminates in a review of the potential and future of CLIL in EFL contexts, paving the way for more widespread and well informed implementation of CLIL all over the world.

Washback refers to the influence of language testing on teaching and learning. This volume, at the important intersection of language testing and teaching practices, presents theoretical, methodological, and practical guidance for current and future washback studies.
In the field of language testing, researchers' major interest has traditionally been focused on issues and solving problems inherent in tests in order to increase their reliability and validity. However, the washback effect goes well beyond the test itself to include factors, such as curriculum, teacher and learner behaviors inside and outside the classroom, their perceptions of the test, and how test scores are used. Only recently have researchers started to empirically investigate the phenomenon of washback. This volume of such research serves two essential purposes by:
*providing an overview of the complexity of washback and the various contextual factors entangled within testing, teaching, and learning; and
*presenting empirical studies from around the world that offer insights into the effects of washback in specific educational contexts and models of research on which future studies can be based.
The extensive use of test scores for various educational and social purposes in society nowadays makes the washback effect a high-interest phenomenon in the day-to-day educational activities of teachers, researchers, program coordinators/directors, policymakers, and others in the field of education. "Washback in Language Testing: Research Contexts and Methods" is a valuable resource for those who are interested in the application of findings to actual teaching and learning situations or conduct washbackresearch in their own contexts, including educational and psychological testing experts, as well as alternative assessment people in all fields, and for policy- and decision-makers in educational and testing organizations.

Washback refers to the influence of language testing on teaching and learning. This volume, at the important intersection of language testing and teaching practices, presents theoretical, methodological, and practical guidance for current and future washback studies.
In the field of language testing, researchers' major interest has traditionally been focused on issues and solving problems inherent in tests in order to increase their reliability and validity. However, the washback effect goes well beyond the test itself to include factors, such as curriculum, teacher and learner behaviors inside and outside the classroom, their perceptions of the test, and how test scores are used. Only recently have researchers started to empirically investigate the phenomenon of washback. This volume of such research serves two essential purposes by:
*providing an overview of the complexity of washback and the various contextual factors entangled within testing, teaching, and learning; and
*presenting empirical studies from around the world that offer insights into the effects of washback in specific educational contexts and models of research on which future studies can be based.
The extensive use of test scores for various educational and social purposes in society nowadays makes the washback effect a high-interest phenomenon in the day-to-day educational activities of teachers, researchers, program coordinators/directors, policymakers, and others in the field of education. "Washback in Language Testing: Research Contexts and Methods" is a valuable resource for those who are interested in the application of findings to actual teaching and learning situations or conduct washbackresearch in their own contexts, including educational and psychological testing experts, as well as alternative assessment people in all fields, and for policy- and decision-makers in educational and testing organizations.