The (limited) contributions of proficiency assessments in defining advancedness

Mandy R. Menke, Paul A. Malovrh

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Standardized proficiency tests are the primary means of determining advancedness in educational settings and have effectively established a common language for describing language proficiency. Emerging evidence additionally identifies specific linguistic features that correlate with each level; nonetheless, we argue that the ability of such assessments to contribute to our evolving understandings of advancedness are limited given their conflation of cognition and language and inability to capture contextually-dependent language use. In this chapter, we discuss the contributions, challenges, and future of proficiency assessment.

Original languageEnglish (US)
Title of host publicationSecond Language Spanish. Definitions, challenges, and possibilities
EditorsMandy R. Menke, Paul A. Malovrh
PublisherJohn Benjamins Publishing Company
Pages17-40
Number of pages24
ISBN (Electronic)9789027260321
DOIs
StatePublished - 2021

Publication series

NameIssues in Hispanic and Lusophone Linguistics
Volume31
ISSN (Print)2213-3887

Bibliographical note

Publisher Copyright:
© 2021 John Benjamins Publishing Company. All rights reserved.

Keywords

  • Advanced proficiency
  • Linguistic correlates
  • Standardized assessment

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