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Assessment tends to be associated with students and learners; however, the term assessment encompasses both teachers and students. To understand the purpose of language assessment instruments, it is key to look for the designers and their preferences. This research aims to characterize 209 assessment instruments created by English teachers. This is a non-experimental and descriptive study that analyzes the types of instruments, the educational level, the language systems and skills, and the type and number of items. Two of the most important findings are related to the preferences Chilean English teachers have towards traditional assessment and the tendency to assess vocabulary and grammar; besides, the participants' preference for tests and fill-in-the gap items.

The induction of new English teachers is not often made the focus of language programs. In many institutions, the orientation experience receives little attention, resulting in work-related stress at the beginning of an instructor's teaching contract. Consequently, not only the quality of teaching is affected but also the teachers' motivation and perception of the program. This research article analyses the results of a case study of an innovation to a new teacher induction in a language program in the city of Cuenca, Ecuador. For this, the case study was based on two-way communication between the administration and the teaching staff through direct feedback, the consideration of language program management principles, as well as the application of a teacher survey after implementation. As a result, the innovation to the induction of new teachers seemed to reduce teachers' job-related stress during the first week of classes, thus helping to create a learning environment where the program, its teachers, and its students benefit as a whole.

In a world of permanent change, traditional language teaching methods do not solve the communicative needs in foreign languages ​​that favor knowledge and adaptation to changing educational contexts. The CLIL method is widely used to develop skills both in the learning language and in other areas of knowledge, it allows for the strengthening of teaching capacities to assume the teaching of contents of the different subjects in a foreign language. The objective of this bibliographic review is to collect significant and existing information on the CLIL method and contribution of this method in the educational field. The documentary descriptive approach of recent research related to the subject of study is used, based on the theoretical foundations of bilingual education. The literature review shows that by teaching the foreign language as a vehicle to instruct content from other subjects, students understand the need to learn the language to seize the knowledge of the subject and allows teachers to explore their own teaching context, reflect and identify factors that can improve their teaching practice, especially in the inclusion of writing activities in English.

Theories on political socialization are being reexamined as researchers are becoming skeptical of their explanatory power. Previous studies often characterized adolescence and young adults as passive objects for socialization, failing to grasp that the political views of adolescence and young adults are constantly changing, and often take a non-institutional form. Some researchers are trying a different approach where mechanisms and processes are put in a central role in determining how adolescents and young adults develop their civic engagement. The objective is to understand how civic engagement changes over time and what role the media and peers play in this socialization process. The studies will last for seven years and consists of longitudinal, experimental and follow-up studies. The results will be checked against individual, biological, sociological and cognitive factors, and gender. L. Pitkaniemi

Argues that because of its international status, the English speaking world has an overly dominant position in formulating theories, models and research problems, which the Swedish political science merely copies. Repeating studies and applying the same methods is hardly a sign of a mature and cumulative science. Swedish political science could offer much more by studying fields such as Nordic social democracy, Swedish criminal policy or Nordic far right parties with unique theories and methods. L. Pitkaniemi

A reply to Marie Demker on Swedish, European and international political science arguing that while Demker's analysis points towards potential real problems, these issues are not as pronounced as one might believe. It is problematic and innovation threatening that theories and models in political science are driven by social scientists in the United States. However, it is not true that Sweden in this case would merely become a case study; instead Swedish political scientists are experts in the political relations of Sweden and this information can directly benefit the political scientists in other countries and thus advancing the science. While English is clearly the linuga franca of our time, Swedish is still the most popular dissertation language and Sweden is by far the most common research subject in Sweden. L. Pitkaniemi

The article is a comment to an article appeared originally in European Political Science (2004) by Simon Hix from London School of Economics. In it, Hix ranks European Political Science Institutes according to their publication record 1993-2002, regarding quantity & impact. Swedish institutes ranked low (Uppsala Institute, the highest, in place 148). Different reasons for this evaluation are discussed, & the author proposes more articles published in English, more articles in international publications, & an increased presence in international conferences is suggested. A. Barral

A reading of David Hume with the intent to highlight components of a reformistic approach to social change. The well-known formulation about "reason as the slave of passions" poses the first problem. In spite of this, it is maintained that reason plays a decisive role in Hume's theory of knowledge as in his practice as a political philosopher. Connected with this problem is Hume's skepticism, which is based on the discovery of the logical impossibility of inductive inference. However, this theoretical skepticism does not lead to defeatism regarding the possibility of improving knowledge & society; it just leads to modesty &, paradoxically, to an even more important role for reason. A parallel to Hume's criticism of induction is his demonstration of the impossibility of deducing values from facts. Again, it is necessary to notice the difference between his theoretical position & his recommendations for politics. The task of the historian is to give a causal explanation of social institutions &, on the basis of this, point out values inherent in the institutions. This gives the instrument for a rational discussion of maintaining or reforming the institutions. Obviously, Hume is a relativist, but not in the usual & careless meaning of individual or collective subjectivism. Values are produced by men in a historical process, but as they stand before the historian & the politician, they are as objective as facts. Finally, it is worth mentioning that Hume with his view of the importance of an informed & critical discussion of social problems comes close to critical-rationalism. 28 References. Adapted from the source document.

The role of knowledge in politics, as well as the extent to which it plays a role in government-level decision-making, is explored. The need is cited for further research in this area. Adapted from the source document.

English language textbooks are widely used as one of the essential resources in education. In Ecuador, local authorities created specific course books for state schools and high schools called pedagogical modules. Hence, the terms pedagogical textbook, course book, and modules will be used interchangeably. This study aims to explore perceptions of Ecuadorian English as a Foreign Language teachers on implementing the pedagogical modules to state schools, which were provided by the Ministry of Education. Besides, participants will provide perceptions on the connection of the mentioned textbooks with the Ecuadorian National Curriculum. The study includes an exploratory qualitative design using a focus group interview with eight EFL teachers from primary and secondary schools. The focus group interview findings indicated that teachers have both positive and negative perceptions towards using these pedagogical textbooks. Teachers agree that these pedagogical modules promote English learning success in a contextualized and authentic way by connecting aspects from the curriculum and current ELT principles. Nonetheless, all of the teachers indicated that integrating the pedagogical modules to state schools was, in many ways, disorganized. Based on the results, this study suggests constructive changes to specialists in charge of creating and editing EFL pedagogical modules.

What is good politics? It is both a knowledge of philosophical, organizational and normative questions. It is about how and where the political science branch of the social science tree grows, of what political scientists really should do and how political science education should be conducted. By extension, it is also about which frames political order, power and social organization can best be analyzed within. There are big questions. Are there any good answers or just bad? Or could it even be that the question of what distinguishes good from bad politics leads to awkward enough paradigmatic, epistemological, and other difficult or insoluble problems that maybe we should refrain from imposing or even trying to answer it? Well, it would actually be pretty bad. Adapted from the source document.