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 language||English (US)|
|Title of host publication||Second Language Spanish. Definitions, challenges, and possibilities|
|Editors||Mandy R. Menke, Paul A. Malovrh|
|Publisher||John Benjamins Publishing Company|
|Number of pages||24|
|State||Published - Feb 8 2021|
|Name||Issues in Hispanic and Lusophone Linguistics|
Bibliographical notePublisher Copyright:
© 2021 John Benjamins Publishing Company. All rights reserved.
- Advanced proficiency
- Linguistic correlates
- Standardized assessment