ABSTRACT
The globalization of the economic market, the increasing mobility of the world’s workforce, and the emergence of complex multicultural societies such as the European Union have brought new challenges to educational and psychological testing that exceed the traditional scope of monocultural/monolingual assessment. The need for instruments that are valid in multicultural/multilingual assessment situations becomes progressively more important (Bartram & Coyne, 1998; Hu & Oakland, 1991; Oakland, 1997, 2004; Oakland & Hu, 1992).
