Proficiency Testing in the U.S. Context: An Introduction
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.
KeywordsProficiency Testing The Language Flagship Assessment ACTFL Foreign Language Curriculum Instructors Second Language Learners Speaking Listening Reading
- 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
- Bernhardt, E. (2014). Assessment that supports teaching, learning, and program development. ADFL Bulletin, 43(1), 15–22. https://doi.org/10.1632/adfl.43.1.15
- 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.xCrossRefGoogle Scholar
- Davidson, D., Garas, N., & Lekic, M. (2017). Assessing language proficiency and intercultural development tin the overseas immersion context. In D. Murphy & K. Evans Romaine (Eds.), Exploring the US language flagship program: Professional competence in a second language by graduation (pp. 156–176). Bristol, UK: Multilingual Matters.Google Scholar
- Murphy, D., & Evans-Romaine, K. (Eds.). (2017). Exploring the US language flagship program: Professional competence in a second language by graduation. Bristol, UK: Multilingual Matters.Google Scholar
- NSFLEP. (2015). World-readiness standards for learning languages (4th ed.). Alexandria, VA: The American Council on the Teaching of Foreign Languages (ACTFL).Google Scholar
- Nugent, R., & Slater, R. (2017). The language flagship: Creating expectations and opportunities for professional-level language learning in undergraduate education. In D. Murphy & K. Evans Romaine (Eds.), Exploring the US language flagship program: Professional competence in a second language by graduation (pp. 9–28). Bristol, UK: Multilingual Matters.Google Scholar
- Winke, P., & Gass, S. (in press). Individual differences in advanced proficiency. In P. Malovrh & A. Benati (Eds.), Handbook of advanced proficiency in second language acquisition. New York, NY: Routledge.Google Scholar