This article argues that textbooks should be encouraging extensive reading, since this will confer further legitimacy on extensive reading and may ease many of the practical difficulties that adopters of extensive reading face. The article then shows how textbooks could encourage extensive reading: directly, by including material involving extensive reading; and indirectly, by approaching textbook reading activities in ways more in tune with extensive reading. A number of proposals for each of these approaches are discussed.

Teaching practices are influenced by teachers' prior experiences and beliefs. If pre-service teachers are not exposed to effective models of CL in their teacher education programmes it may be unrealistic to expect them to engage in CL in their own classrooms.

This article describes an experiment in ‘co-certification’, in which the University of Venice worked with Trinity College London to make an existing exam more appropriate for university students. This involved replacing ‘creative writing’ with ‘critical writing’ in the portfolio and the controlled written exam, and ensuring a ‘university dimension’ for the oral interview. The article reports on the modifications, and reflects on the project as an agent for change in teaching programmes. It concludes that there may be other contexts in which co-certification is both possible and desirable.