Abstract
In response to the growing demand for highly proficient foreign language (L2) speakers in professional work settings, scholars and educators have increasingly turned their attention to methods for developing greater fluency in their learners who aspire to such jobs. Engaging in persuasive writing and argumentation has been shown to promote both written and oral proficiency among advanced L2 learners (Brown, 2009). This study focuses on the application of the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines and standards to the design of teletandem courses in English as a Foreign Language (EFL) and Russian as a Foreign Language developed to promote Advanced and Superior-level language gains. ACTFL Can-Do statements were used to evaluate learners’ self-reported language gains as a result of participating in the course. The results indicated that such an approach can indeed yield significant perceived gains, especially for spoken language, for all the participants regardless of their target language and home institution.
Highlights
As the world becomes ever more globalised, the demand for global professionals competent in both foreign languages (L2) and cultures continues to grow as well
We explore the effect of this curriculum design on perceived L2 proficiency gains by examining students’ self-perceptions of language gains in two parallel debate courses: one focusing on L2 English and the other on L2 Russian
We present the implications of the study for the classroom in promoting language gains at the Advanced and Superior levels as well as directions for future research on promoting higher levels of language proficiency
Summary
As the world becomes ever more globalised, the demand for global professionals competent in both foreign languages (L2) and cultures continues to grow as well. Martin (2015) notes that more and more employers require learners with Advanced and Superior-levels of proficiency according to the scale established by the American Council on the Teaching of Foreign Languages (ACTFL, cf Swender, 2012), the descriptions of which are outlined below. This demand for higher levels of proficiency has created a critical challenge for many language programs where it is not uncommon for some graduating language majors to fall short of this proficiency threshold. At least three volumes dedicated to promoting advanced levels of proficiency have appeared in print over the past two decades
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