Abstract
This paper grew out of a presentation given by Elabbas Benmamoun at the Sixth Heritage Language Research Institute held at UCLA in June, 2012. On the last day of the institute, Benmamoun participated in a panel entitled Lessons Learned: The Implications for Flagship Programs. The Language Flagship, which co-sponsored the 2012 institute together with the National Heritage Language Resource Center (NHLRC), aims to prepare a cohort of university graduates who have studied a language deemed critical to U.S. competitiveness and security in sufficient depth such that they achieve an advanced level of mastery. An “advanced level” is usually defined with reference to proficiency level descriptors used by the American Council on the Teaching of Foreign Languages (ACTFL) and the Interagency Language Roundtable (ILR), namely ACTFL Advanced or ILR 2. The question then arises: outside the 26 Flagship programs established in American universities, how can the general population of language learners be supported and motivated to achieve this level of proficiency?
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