Finnish-speaking Children Research Articles

Communicative competence approaches to language proficiency assessment: Research and application Ed. by Charlene Rivera (review)

BOOK NOTICES 229 chüdren, but cautions against comparing his conclusions cross-linguistically. The reasons for this caution are that a theoretical framework for such contrastive studies is lacking, and problems arise in trying reliably to establish that a particular affix type has been segmented as an identifiable morpheme. This volume provides a valuable data base for continuing research in children's acquisition of Finnish. Its comprehensive approach, which pays particular attention to a previously neglected population (i.e. the non-bilingual children of non-academic parents) is a helpful contribution to the study of the acquisition of morphology in Finnish-speaking children. [Tuna Randoja, University of Ottawa.] Communicative competence approaches to language proficiency assessment : Research and application. Ed. by Charlene Rivera. (Multilingual matters, 9.) Avon, England: Multilingual Matters, 1984. Pp. xxi, 150. The eight selected papers in this sUm but informative volume address a problem ofincreasing importance to many American classrooms: that of assessing the language proficiency ofthe bilingual child whose Ll is not the language of instruction. The particular concern is with L2 proficiency and the perceived need to develop assessment procedures that can measure not only knowledge ofL2, but also knowledge ofits appropriate use. Communicative competence is thus the link between these articles. Rivera's skillful organization of the book focuses the reader's attention, first in Part I, on the theoretical issues of communicative competence and their implications for teaching and testing; then, in Part II, on research Ulustrative of situations to which language proficiency testing applies. Of special interest to teachers and teacher trainers should be the first article in Part I: C. Wallat, 'An overview of communicative competence ', deals with the broad question of language in the education setting. W identifies factors which influence communicative competence in the classroom; using the model of M. J. Dunkin & J. Biddle for the study of classroom teaching as a starting point for discussion , she shows how teaching, and presumably testing, could be improved by viewing language as an interactive process. The other two articles in Part I are narrower in scope; both deal with testing. L. F. Bachman & A. S. Palmer devote much attention to definitions of terms which are used, but sometimes confused, in discussions of the topic. One such term is 'communicative competence' , which requires two definitions in order to differentiate its use as a technical testing term from its general linguistic use. R. P. Duran's article makes a useful distinction between integrative and discrete -point testing; he favors the incorporation of the results ofcommunicative competence research as a means of enhancing integrative proficiency testing. The four articles in Part II, which report research in language proficiency testing—each from a different perspective— should be of primary interest to researchers. J. Cummins et al., using a combination of speciaUy developed tests, as weU as modified versions of existing ones, report that the stage ofdevelopment ofLl (Japanese & Vietnamese) on arrival in the host country (Canada) is related positively to the acquisition of L2 academic proficiency. A. G. Ramirez considers the distinction between Unguistic competence and communicative competence testing as it applies to a Spanish/ EngUsh situation, as weU as those factors which influence pupil performance. A significant outcome is the claim that a discrete-point instrument could be used for testing communicative proficiency. M. Canale reports in detail the initiation of a project, in a Franco-Ontarian minority setting, which was designed to answer the need for more accurate instruments and scoring procedures relevant to communicative approaches to testing. Finally, M. H. Brück discusses the added dimension of learning disability , investigating whether instruction in L2 can aggravate problems already diagnosed in Ll, and offering suggestions for enlightened treatment. These studies are all the more valuable for their inclusion of detaUs of methodology and statistical procedures, thus facUitating replication in similar situations. In conclusion, F. Genesse, in 'PsychoUnguistic aspects', identifies and discusses certain assumptions underlying the notion of communicative competence. Though he points out difficulties which still face communicative approaches, he agrees that some progress is being made in this direction. In aU, this volume—in spite of a few printing 230 LANGUAGE, VOLUME 62, NUMBER 1 (1986) errors—increases our understanding of the problems involved, and thus...