Cover not available
Part of
Advancedness in Second Language Spanish: Definitions, challenges, and possibilities
Edited by Mandy R. Menke and Paul A. Malovrh
[Issues in Hispanic and Lusophone Linguistics 31] 2021
► pp. 1–14

Chapter 1
The problematic pursuit of defining advancedness

ORCID logo | University of Minnesota
ORCID logo | University of South Carolina
The introductory chapter establishes the need for the present volume by providing an overview of the main foci of previous research in SLA examining advanced proficiency, and by identifying various lacunae in the data base of what we know. We provide a description of the volume’s structure, explaining the rationale for each of the four sections, and we introduce the main topics and aims of each chapter.
Published online: 8 February 2021
DOI logo
https://doi.org/10.1075/ihll.31.01men
References (60)
References
Abrahamson, N. (2012). Age of onset and nativelike L2 ultimate attainment of morphosyntactic and phonetic intuition. Studies in Second Language Acquisition, 34, 187–214. DOI logoGoogle Scholar
Abrahamsson, N., & Hyltenstam, K. (2009). Age of L2 acquisition and nativelikeness: Listener perception versus linguistic scrutiny. Language Learning, 59, 249–306. DOI logoGoogle Scholar
Achugar, M., & Colombi, M. C. (2008). Systemic functional linguistic explorations into the longitudinal study of advanced capacities. The case of Spanish heritage learners. In L. Ortega & H. Byrnes (Eds.), The longitudinal study of advanced L2 capacities (pp. 36–57). New York, NY: Taylor & Francis.Google Scholar
ACTFL (2012). ACTFL proficiency guidelines. Retrieved from <[URL]> (3 July, 2020).
Agar, M. (1994). Language shock: Understanding the culture of conversation. New York, NY: Quill.Google Scholar
Andersen, R. W. (1983). Transfer to somewhere. In S. M. Gass & L. Selinker (Eds.), Language transfer in language learning: Issues in second language research (pp. 177–201). Rowley, MA: Newbury House.Google Scholar
(1984). The one to one principle of interlanguage construction. Language Learning, 34, 77–95. DOI logoGoogle Scholar
(1989). La adquisición de la morfología verbal [The acquisition of verbal morphology]. Linguística, 1, 89–141.Google Scholar
(1991). Developmental sequences: The emergence of aspect marking in second language acquisition. In C. A. Ferguson & T. Huebner (Eds.), Second language acquisition and linguistic theories (pp. 305–324). Amsterdam, Netherlands: John Benjamins.Google Scholar
Atkinson, D. (Ed.). (2011). Alternative approaches to second language acquisition. New York, NY: Routledge. DOI logoGoogle Scholar
Bennett, M. J. (1986). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Cross-cultural orientation: New conceptualizations and applications (pp. 27–70). New York, NY: University Press of America.Google Scholar
(1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 21–71). Yarmouth, ME: Intercultural Press.Google Scholar
Birdsong, D. (2005). Interpreting age effects in second language acquisition. In J. F. Kroll & A. M. B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 109–127). Oxford, UK: Oxford University Press.Google Scholar
(1992). Ultimate attainment in second language acquisition. Language, 68, 706–755. DOI logoGoogle Scholar
Brecht, R. D. (2002). Foreword. In B. L. Leaver & B. Shekhtman (Eds.), Developing professional-level language proficiency (pp. xi–xiii). Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Brown, T., & Bown, J. (2015). To advanced proficiency and beyond. Theories and methods for developing superior second language ability. Washington, DC: Georgetown University Press.Google Scholar
Byrnes, H. (2002). Toward academic-level foreign language abilities: Reconsidering foundational assumptions, expanding pedagogical options. In B. L. Leaver & B. Shekhtman (Eds.), Developing professional-level language proficiency (pp. 56–76). Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Byrnes, H., Weger-Guntharp, H. D., Sprang, K. A. (Eds.). (2006). Educating for advanced foreign language capacities. Constructs, curriculum, instruction, assessment. Washington, DC: Georgetown University Press.Google Scholar
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47. DOI logoGoogle Scholar
Carroll, J. B. (1967). Foreign language proficiency levels attained by language majors near graduation from college. Foreign Language Annals, 1, 131–151. DOI logoGoogle Scholar
Colombi, M. C. (2006). Grammatical metaphor: Academic language development in Latino students in Spanish. In H. Byrnes (Ed.), Advanced language learning. The contribution of Halliday and Vygotsky (pp. 147–163). London, UK: Continuum.Google Scholar
Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(S1), 19–47. DOI logoGoogle Scholar
Dulay, H. C., & Burt, M. K. (1974). Natural sequence in child second language acquisition. Language Learning, 24, 37–53. DOI logoGoogle Scholar
Flege, J. E. (1999). Age of learning and second language speech. In D. Birdsong, Second language acquisition and the critical period hypothesis (pp. 111–142). New York, NY: Routledge.Google Scholar
Geeslin, K. L. (2018). Variable structures and sociolinguistic variation. In P. A. Malovrh & A. G. Benati (Eds)., The handbook of advanced proficiency in second language acquisition (pp. 547–565). Hoboken, NJ: John Wiley & Sons. DOI logoGoogle Scholar
(2014). Introduction. In K. L. Geeslin (Ed.), The handbook of Spanish second language acquisition (pp. 1–7). Malden, MA: John Wiley & Sons.Google Scholar
Granena, G., & Long, M. H. (2013). Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains. Second Language Research, 29, 311–343. DOI logoGoogle Scholar
Hacking, J. F., Rubio, F., & Tschirner, E. (2019). Vocabulary size, reading proficiency and curricular design: The case of college Chinese, Russian, and Spanish. In P. Winke & S. M. Gass (Eds.), Foreign language proficiency in higher education (pp. 25–44). New York, NY: Springer. DOI logoGoogle Scholar
Higgs, T., & Clifford, R. (1982). The push toward communication. In T. Higgs (Ed.), Curriculum, competence and the foreign language teacher (pp. 57–79). Skokie, IL: National Textbook Co.Google Scholar
Hyltenstam, K. (Ed.). (2016a). Advanced proficiency and exceptional ability in second languages. Berlin: De Gruyter. DOI logoGoogle Scholar
(2016b). Introduction: Perspectives on advanced second language proficiency. In K. Hyltenstam (Ed.), Advanced proficiency and exceptional ability in second languages (pp. 1–13). Berlin: De Gruyter. DOI logoGoogle Scholar
Hyltenstam, K., & Abrahamsson, N. (2012). High-level L2 acquisition, learning, and use. Studies in Second Language Acquisition, 34, 177–186. DOI logoGoogle Scholar
Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21, 60–99. DOI logoGoogle Scholar
Kramsch, C. (2009). Third culture and language education. In V. Cook & L. Wei (Eds.), Contemporary applied linguistics (pp. 233–254). London, UK: Continuum.Google Scholar
Lantolf, J. P. (2006). Re(de)fining language proficiency in light of the concept of ‘languaculture’. In H. Byrnes (Ed.), Advanced language learning. The contribution of Halliday and Vygotsky (pp. 72–91). London, UK: Continuum.Google Scholar
Larsen-Freeman, D. (2017). Looking ahead: Future direction in, and future research into, second language acquisition. Foreign Language Annals, 51, 55–72. DOI logoGoogle Scholar
Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford, UK: Oxford University Press.Google Scholar
Leaver, B. L., & Shekhtman, B. (Eds.). (2002). Developing professional-level language proficiency. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Liceras, J. M., & Díaz, L. (1999). Topic-drop versus pro-drop: Null subjects and pronominal subjects in the Spanish of L2 of Chinese, English, French, German, Japanese and Korean Speakers. Second Language Research, 15, 1–40. DOI logoGoogle Scholar
Long, M. (2003). Stabilization and fossilization in interlanguage development. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 487–536). Malden, MA: Blackwell. DOI logoGoogle Scholar
Long, M. H., Gor, K., & Jackson, S. (2012). Linguistic correlates of second language proficiency. Proof of concept with ILR 2–3 in Russian. Studies in Second Language Acquisition, 34, 99–126. DOI logoGoogle Scholar
Magnan, S. S. (1986). Assessing speaking proficiency in the undergraduate curriculum: Data from French. Foreign Language Annals, 19, 429–437. DOI logoGoogle Scholar
Malovrh, P. A., & Benati, A. (Eds.) (2018). The handbook of advanced proficiency in second language acquisition (pp. 547–565). Hoboken, NJ: John Wiley & Sons. DOI logoGoogle Scholar
Ortega, L., & Byrnes, H. (2008a). The longitudinal study of advanced L2 capacities. New York, NY: Routledge.Google Scholar
(2008b). The longitudinal study of advanced L2 capacities: An introduction. In L. Ortega & H. Byrnes (Eds.), The longitudinal study of advanced L2 capacities (pp. 3–20). New York, NY: Routledge.Google Scholar
(2008c). Theorizing advancedness, setting up the longitudinal research agenda. In L. Ortega & H. Byrnes (Eds.), The longitudinal study of advanced L2 capacities (pp. 281–300). New York, NY: Routledge.Google Scholar
Perdue, C. (1993). Adult language acquisition, Vol. 2: The results: Cross-linguistic perspectives. Cambridge, UK: Cambridge University Press.Google Scholar
Piller, I. (2002). Passing for a native speaker: Identity and success in second language learning. Journal of Sociolinguistics, 6, 179–206. DOI logoGoogle Scholar
Selinker, L. (1972). Interlanguage. IRAL: International Review of Applied Linguistics in Language Teaching , 10, 209–231. DOI logoGoogle Scholar
Shively, R. (2014). Language in context. Pragmatics in second language Spanish. In K. L. Geeslin (Ed.), The handbook of Spanish second language acquisition (pp. 331–350). Malden, MA: John Wiley & Sons.Google Scholar
Swender, E. (2003). Oral proficiency testing in the real world: Answers to frequently asked questions. Foreign Language Annals, 36, 520–526. DOI logoGoogle Scholar
Tarone, E. (2015). Second language acquisition in Applied Linguistics: 1925–2015 and beyond. Applied Linguistics, 36, 444–453. DOI logoGoogle Scholar
Tarone, E., & Liu, G. (1995). Situational context, variation and SLA theory. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 107–124). Oxford, UK: Oxford University Press.Google Scholar
VanPatten, B. (Ed.). (2004). Processing instruction: Theory, research, and commentary. Mahwah, NJ: Lawrence Erlbaum Associates. DOI logoGoogle Scholar
(1996). Input processing and grammar instruction: Theory and research. Norwood, NJ: Ablex.Google Scholar
(1985). The acquisition of ser and estar by adult learners of Spanish: A preliminary investigation of transitional stages of competence. Hispania, 68, 399–406. DOI logoGoogle Scholar
VanPatten, B., & Williams, J. (2015). Introduction: The nature of theories. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 1–16). New York, NY: Routledge.Google Scholar
Vigil, N. A., & Oller, J. W. (1976). Rule fossilization: A tentative model. Language Learning, 26, 281–295. DOI logoGoogle Scholar
Yorio, C. (1994). The case for learning. In R. M. Barasch & C. Vaughn James (Eds.), Beyond the monitor model (pp. 125–137). Boston, MA: Heinle & Heinle.Google Scholar