And how about you, Constant?

Uh, perhaps I should really, uh, say that, uh, s- you know, language assessment is, um, one of the, uh, two or three areas that I've been, you know, focusing on over the years.

But in relation to assessment, I think it started like this, okay? When I first started teaching years and years ago, I was teaching English as a foreign language at university level, and there the, the notion of language proficiency was actually very constrained.

It was ...

I mean, in a sense, it was dictated by the big tests.

You know, what's English? Well, English is really between the pages of the tests and then the text- international textbooks and things like that, right? Then a little later on when I started teaching in, um, in a high school, uh, when I started working with, uh, students from diverse language backgrounds, but in a regular school curriculum context, right? I realized that the very high status internationally recognized qualifications in English language virtually had nothing to say [chuckles] to what we need to do with the students, you know, in a school environment where English is not a thing that is between the books.

English is everywhere in the curriculum.

Uh, same question, uh, to you, Constant.