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Foreign Language Proficiency in Higher Education pp 3–13Cite as

Proficiency Testing in the U.S. Context: An Introduction

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Part of the book series: Educational Linguistics ((EDUL,volume 37))

Abstract

The introductory chapter introduces the readers to The Language Flagship Proficiency Initiative in which institutions were charged with institutionalizing proficiency assessment practices that align student placement with course goals, document ways in which assessement results are integrated into foreign language programs, and share practices within the broader foreign language community. The chapter provides background on this project and summarizes the contents of the 14 chapters in the book.

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References

  • ACTFL (2012). ACTFL proficiency guidelines. Retrieved from http://www.actfl.org.

  • Bernhardt, E. (2008). Systemic and systematic assessment as a keystone for language and literature programs. ADFL Bulletin, 40(1), 14–19. https://doi.org/10.1632/adfl.40.1.14

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  • Carroll, J. B. (1967). Foreign language proficiency levels attained by language majors near graduation from college. Foreign Language Annals, 1(2), 131–151. https://doi.org/10.1111/j.1944-9720.1967.tb00127.x

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Authors and Affiliations

  1. Second Language Studies Program, Michigan State University, East Lansing, MI, USA

    Susan M. Gass & Paula Winke

Authors
  1. Susan M. Gass
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  2. Paula Winke
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Correspondence to Susan M. Gass .

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Editors and Affiliations

  1. Second Language Studies Program, Michigan State University, East Lansing, MI, USA

    Paula Winke  & Susan M. Gass  & 

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Gass, S.M., Winke, P. (2019). Proficiency Testing in the U.S. Context: An Introduction. In: Winke, P., Gass, S.M. (eds) Foreign Language Proficiency in Higher Education. Educational Linguistics, vol 37. Springer, Cham. https://doi.org/10.1007/978-3-030-01006-5_1

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  • DOI: https://doi.org/10.1007/978-3-030-01006-5_1

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-01005-8

  • Online ISBN: 978-3-030-01006-5

  • eBook Packages: EducationEducation (R0)

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