Developing Professional-Level Language Proficiency

doi:10.1017/CBO9780511606465

This comprehensive 2002 book examines approaches to teaching students who aim to make the leap from 'advanced' or 'superior' proficiency in a foreign language to 'near-native' ability. While there are copious publications on classroom techniques and methods for lower levels of instruction, virtually nothing exists about this transition, which is vital for those who intend to use foreign languages in high-level international arenas. This book, by leading practitioners in this area of foreign language teaching, aims to fill this gap and assist those developing language programmes at the 'advanced to distinguished' level.Divided into three parts which provide information on different aspects of teaching at this level - theory of advanced language teaching - nine sample programs - description of highly advanced learners based on long-term experience and empirical researchPresents programs in seven languages - Spanish, Arabic, Russian, Chinese, English, French and GermanContent is both theoretical and pragmatic

‘Betty Lou Leaver and Boris Shekhtman’s recent book Developing Professional-Level Language Proficiency is a significant contribution to the research in foreign language education. The book is a landmark in that it is the first of its kind to address the special problems and concerns relevant to teaching at the advanced, superior and distinguished levels according to the Interagency Language Roundtable (ILR) Proficiency Scale.’

Benjamin Rifkin

‘… informative and thorough in providing a descriptive overview of successful language programs at the upper levels … the authors almost unanimously attend to the learner, and to the sociolinguistic and sociocultural aspects of language learning and teaching in their practice … I recommend this volume to language instructors, program managers, researchers and advanced learners who seek to learn more about what might be on offer to them.‘

Huamei Han - Ontario Institute for Studies in Education at University of Toronto

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Contents

Frontmatter
pp i-iv
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Contents
pp v-vi
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Notes on contributors
pp vii-x
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Foreword
pp xi-xiii
- By Richard D. Brecht, National Foreign Language Center
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Acknowledgments
pp xiv-xiv
- By Betty Lou Leaver, Director of the Center for the Advancement of Distinguished Language Proficiency, San Diego State University, Boris Shekhtman, President of the Specialized Language Training Center, and Lecturer in the Department of Modern Languages, Howard University
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I - Principles, practices, and theory
pp 1-2
- By Betty Lou Leaver, Director of the Center for the Advancement of Distinguished Language Proficiency, San Diego State University, Boris Shekhtman, President of the Specialized Language Training Center, and Lecturer in the Department of Modern Languages, Howard University
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1 - Principles and practices in teaching Superior-level language skills: not just more of the same
pp 3-33
- By Betty Lou Leaver, Director of the Center for the Advancement of Distinguished Language Proficiency, San Diego State University, Boris Shekhtman, President of the Specialized Language Training Center, and Lecturer in the Department of Modern Languages, Howard University
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2 - Toward academic-level foreign language abilities: reconsidering foundational assumptions, expanding pedagogical options
pp 34-58
- By Heidi Byrnes, Professor of German/Linguistics, Georgetown University
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II - Programs
pp 59-60
- By Betty Lou Leaver, Director of the Center for the Advancement of Distinguished Language Proficiency, San Diego State University, Boris Shekhtman, President of the Specialized Language Training Center, and Lecturer in the Department of Modern Languages, Howard University
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3 - Contexts for advanced foreign language learning: a report on an immersion institute
pp 61-76
- By Heidi Byrnes, Professor of German/Linguistics, Georgetown University
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4 - Bridging the gap between language for general purposes and language for work: an intensive Superior-level language/skill course for teachers, translators, and interpreters
pp 77-95
- By Claudia Angelelli, Assistant Professor, San Diego State University, Christian Degueldre, Program Head in the French Department, Graduate School of Translation and Interpretation (T&I) at the Monterey Institute of International Studies
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5 - Learning Chinese in China: programs for developing Superior- to Distinguished-level Chinese language proficiency in China and Taiwan
pp 96-118
- By Cornelius C. Kubler, Professor of Asian Studies, Williams College
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6 - Developing professional-level oral proficiency: the Shekhtman Method of Communicative teaching
pp 119-140
- By Boris Shekhtman, President of the Specialized Language Training Center, and Lecturer in the Department of Modern Languages, Howard University, Betty Lou Leaver, Director of the Center for the Advancement of Distinguished Language Proficiency, San Diego State University, Natalia Lord, Senior Coordinating Instructor of Russian, Foreign Service Institute, Ekaterina Kuznetsova, Senior Instructor, Specialized Language Training Center, Elena Ovtcharenko, Assistant Professor of Russian, George Washington University; Senior Instructor of Russian, World Bank
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7 - The LangNet “Reading to the Four” Project: applied technology at higher levels of language learning
pp 141-155
- By Catherine W. Ingold, Deputy Director of the National Foreign Language Center, Washington, DC
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8 - In the quest for the Level 4+ in Arabic: training Level 2–3 learners in independent reading
pp 156-176
- By Elsaid Badawi, Professor and Director, American Language Institute (ALI); Co-Director of CASA, American University in Cairo
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9 - Teaching high-level writing skills in English at a Danish university
pp 177-196
- By Tim Caudery, Associate Professor, University of Aarhus
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10 - Heritage speakers as learners at the Superior level: differences and similarities between Spanish and Russian student populations
pp 197-218
- By Claudia Angelelli, Assistant Professor, San Diego State University, Olga Kagan, Director, Language Resource Program; Coordinator of the Russian Language Program, UCLA
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11 - Teaching Russian language teachers in eight summer Institutes in Russian language and culture
pp 219-242
- By Zita Dabars, Director of the Center of Russian Language and Culture (CORLAC), Friends School, Baltimore., Olga Kagan, Former Director, Language Resource Program; Coordinator of the Russian Language Program, UCLA
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III - Learners and users
pp 243-244
- By Betty Lou Leaver, Director of the Center for the Advancement of Distinguished Language Proficiency, San Diego State University, Boris Shekhtman, President of the Specialized Language Training Center, and Lecturer in the Department of Modern Languages, Howard University
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12 - Understanding the learner at the Superior–Distinguished threshold
pp 245-259
- By Madeline E. Ehrman, Director of Research, Evaluation, and Development, Foreign Service Institute; Senior Associate, National Foreign Language Center
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13 - Preliminary qualitative findings from a study of the processes leading to the Advanced Professional Proficiency Level (ILR 4)
pp 260-279
- By Betty Lou Leaver, Director of the Center for the Advancement of Distinguished Language Proficiency, San Diego State University, Sabine Atwell, Director of Tester Training and Education, Defense Language Institute
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References
pp 280-295
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Index
pp 296-308
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Developing Professional-Level Language Proficiency

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Contents

Frontmatter
pp i-iv

Contents
pp v-vi

Notes on contributors
pp vii-x

Foreword
pp xi-xiii

Acknowledgments
pp xiv-xiv

I - Principles, practices, and theory
pp 1-2

1 - Principles and practices in teaching Superior-level language skills: not just more of the same
pp 3-33

2 - Toward academic-level foreign language abilities: reconsidering foundational assumptions, expanding pedagogical options
pp 34-58

II - Programs
pp 59-60

3 - Contexts for advanced foreign language learning: a report on an immersion institute
pp 61-76

4 - Bridging the gap between language for general purposes and language for work: an intensive Superior-level language/skill course for teachers, translators, and interpreters
pp 77-95

5 - Learning Chinese in China: programs for developing Superior- to Distinguished-level Chinese language proficiency in China and Taiwan
pp 96-118

6 - Developing professional-level oral proficiency: the Shekhtman Method of Communicative teaching
pp 119-140

7 - The LangNet “Reading to the Four” Project: applied technology at higher levels of language learning
pp 141-155

8 - In the quest for the Level 4+ in Arabic: training Level 2–3 learners in independent reading
pp 156-176

9 - Teaching high-level writing skills in English at a Danish university
pp 177-196

10 - Heritage speakers as learners at the Superior level: differences and similarities between Spanish and Russian student populations
pp 197-218

11 - Teaching Russian language teachers in eight summer Institutes in Russian language and culture
pp 219-242

III - Learners and users
pp 243-244

12 - Understanding the learner at the Superior–Distinguished threshold
pp 245-259

13 - Preliminary qualitative findings from a study of the processes leading to the Advanced Professional Proficiency Level (ILR 4)
pp 260-279

References
pp 280-295

Index
pp 296-308

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Developing Professional-Level Language Proficiency

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