For a long time,the main focus of research conducted by language testers and language testing researchers has been on improving reliability and ensuring validity of tests in order to assess test-takers' language proficiency objectively and accurately .With their widespread use,large-scale and high-stakes language tests have exerted a great influence on test-takers' lives as well as the lives of other stakeholders,which has drawn more attention of the public to fairness and social consequences of language tests .Language testers are fully aware that improving tests can only solve the problems concerning the internal quality of tests,without providing effective solutions to those embedded in social and political contexts,such as minimizing misuse or abuse of tests,enhancing fairness of test administration and use,etc .Therefore,the field of language testing has shifted its focus to the issues of test use and impact,and efforts have been made in recent years to look at the social dimensions of language testing and language education .The research of social dimensions of language testing has been nourished by the development of validity theory .The first section of the article reviews the development of validity theory of language testing and the background of critical language testing theory .Elana Shohamy advanced the theory of Critical Language Testing (CLT) in the plenary talk at the annual conference of the American Association for Applied Linguistics in 1997 .She pointed out that″The act of language testing is not neutral .Rather,it is a product and agent of cultural,social,political,educational and ideological agendas that shape the lives of individual participants,teachers and learners .″The theory of critical language testing illuminates a broader social and political context of language tests .It reconsiders the consequences of tests which are not confined to washback,in terms of effects on instruction,learning and educational advancement .Instead,it reexamines the exercise of consensual power and control of tests over individuals and educational systems .The second section of the article introduces the main idea of CLT in five aspects in detail,including emergence of power of language tests,transformation of language tests from measuring tools to powerful tools,fairness of language tests,the alternative assessment of language tests and social responsibilities of language testers . The third section suggests the implications of CLT for language testing practice and foreign language education in China .First,efforts should be made to balance Chinese learning and foreign language learning while attaching importance to the latter .Students' awareness of learning Chinese should be enhanced in order to preserve,promote and develop Chinese culture .Second,the critical perspective should be taken to examine the use of tests in wider social context and to guard against the misuse and abuse of tests . Third,attempts should be made to develop alternative assessment aiming at reducing the risk of some large-scale tests as the only evidence for decision-making .As one of the various perspectives reflecting language testing,CLT broadens the research field from psychometrics and statistics to sociology and signifies a paradigm shift in language testing research .Rather than limiting its concerns to technical sophistication and efficiency,CLT shifts its focus to social discourse and social dimensions of language testing .Reflections on how to apply CLT to language testing research and practice and further develop the theory will prove a worthwhile endeavor .