Jump to content

User:AdubofourGh/Language proficiency

From Wikipedia, the free encyclopedia

Language proficiency may be understood as the measure of an individual’s ability to meaningfully use spoken and written forms of language in different contexts.[1] [2] Thus, the level of accuracy with which the individual uses language determines their level of proficiency. Also, it is possible for an individual to exhibit proficiency in different languages as proficiency is needed for effective communication in each language context.

There is no singular definition of language proficiency: while certain groups limit its scope to speaking ability[3], others extend it to cover both productive and receptive language skills and their effective application in varying practical contexts.[4][5] However, this diversity has implications for its application in other language domains such as literacy, testing, endangered languages, language impairment, etc. There is little consistency as to how different organizations classify it. Native-level fluency is estimated to require a lexicon between 20,000 and 40,000 words, but basic conversational fluency might require as few as 3,000 words.[6]

There are levels of language proficiency that explain the areas of focus for individual who pursues proficiency in a new language, and there are theories that exist to explain the process of acquiring proficiency in a language. Further, factors such as globalization, development of metropolitan communities, migration among others require individuals to seek proficiency in languages other than their L1 or mother tongue. These explain the learning and use of second languages (L2) and foreign languages depending on the individual’s connection to any other language beside their mother tongue.

Benefits[edit]

Generally, language proficiency is needed to facilitate communication in given contexts; however, in specific contexts, the need for it may differ. For instance, a student may need academic language proficiency to thrive in academic reading tasks.[7] The economic implications of language proficiency such as job acquisition and retention are reported too.[8] [9]

Proficiency, L1, Second and Foreign Language Learning[edit]

While proficiency in one’s first language(s) – also known as L1 - comes by acquisition [10], subsequent languages (second or foreign, also known as L2) are learned.[11] Linguists have found that there is a relationship between the two, and L2 learning should be a build-up on the learner’s L1.[12]

Levels/Domains of Language Proficiency[edit]

Proficiency levels may be measured by factors such as vocabulary, syntax, and semantic knowledge as well as other receptive and productive language abilities. All these levels facilitate the four (4) domains of proficiency – speaking, listening, reading, and writing. While listening and reading form receptive domains (i.e., allowing learners to appreciate oral and written messages from others), speaking and writing form productive domains (i.e., allowing learners share their meaning through language with others). Further, the domains may develop at different rates.[13]

Domain interest may be determined by the need for which an individual approaches a language. For instance, the proficiency requirements placed on a student may not be the same as a foreigner migrating to another country for manual labor; while the student learner may be interested in domains such as reading and writing with varied interests in other domains, the employment-seeking migrant may be mainly interested in the speaking and listening domains with reduced emphasis on the other domains.[13]

Proficiency and Discrimination[edit]

Since language proficiency is necessary for individuals to succeed in new environments, institutions such as foreign universities require proofs of proficiency from international students, particularly in English-speaking countries. However, over the years, this practice has been challenged as a ground for discrimination. Theories such as communicative competence, code-switching, code-meshing, and translanguaging are theories that have designed to challenge such practices in the classroom.[14][15][16]

Communicative Competence[edit]

Presented by Dell Hymes, communicative competence is a recognition of the fact that language goes beyond symbols and rules to include non-verbal details. Thus, communicative competence recognizes the learner’s ability to determine when, how, and where to use to language. Built on the language domains, communicative competence comprises competencies in linguistic, sociolinguistic, discourse, and strategic details of a language.[17]

Code-Switching, Code-Meshing, and Translanguaging[edit]

The phenomena of bilingualism and multilingualism suggest the possibility of individuals to have proficiency in different languages. This reality has prompted linguistic investigations on code-switching, code-meshing, and translanguaging. While code-switching occurs when an individual moves from one language or code to another in a communicative context, code-meshing blends more than one language, but these terms suggest a separatist view to multiple use of languages. Translanguaging, considered an improvement on code-meshing, provides an organic view to bilingualism and multilingualism. Initially used by Williams (1996), translanguaging is a term used to view the different languages in which an individual is proficient from a unitary sense rather than as discrete ones. The term has gained popularity in the US. This position has been challenged for the threats it poses to language instruction.[18][19][20]

Developing language proficiency[edit]

Developing proficiency in any language begins with word learning. By the time they are 12 months old, children learn their first words and by the time they are 36 months old, they may know well over 900 words with their utterances intelligible to the people who interact with them the most.[21][22]

Developing language proficiency improves an individual’s capacity to communicate. Over time through interaction and through exposure to new forms of language in use, an individual learns new words, sentence structures, and meanings, thereby increasing their command of using accurate forms of the target language.

Issues in defining language proficiency[edit]

Languages that are considered endangered are undergoing efforts to revitalize them. Some of these languages have few speakers, while some have none. The learners of these languages are engaged in using documented resources (i.e. word lists, hymnals, bibles) to relearn their languages. Language proficiency in these cases of endangerment is being determined by how much language is learned in these communities through these efforts; proficient speakers are being determined by these communities.[23][24]

Organizations[edit]

ACTFL[edit]

The American Council on the Teaching of Foreign Languages (ACTFL) distinguishes between proficiency and performance. In part, ACTFL's definition of proficiency is derived from mandates issued by the U.S. government, declaring that a limited English proficient student is one who comes from a non-English background and "who has sufficient difficulty speaking, reading, writing, or understanding the English language and whose difficulties may deny such an individual the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in our society".

ACTFL views "performance" as being the combined effect of all three modes of communication: interpretive, interpersonal, and presentational.

Proficiency frameworks[edit]

Note that test scores may not correlate reliably, as different understandings of proficiency lead to different types of assessment:

Proficiency tests[edit]

See also: Language tests category

Language-related organizations[edit]

See also[edit]

  • EF English Proficiency Index
  • Fluency
  • Vocabulary – The set of words in a given language that a speaker is familiar with, which can be subdivided into: a) words which are recognized upon hearing or reading; and b) words which a person feels comfortable using in speech.

Notes and references[edit]

  1. ^ Nancy., Cloud, (2000). Dual language instruction : a handbook for enriched education. Heinle & Heinle/Thomson Learning. ISBN 0-8384-8801-3. OCLC 970487104.{{cite book}}: CS1 maint: extra punctuation (link) CS1 maint: multiple names: authors list (link)
  2. ^ "Language Proficiency > Center for Languages and Cultures > USC Dana and David Dornsife College of Letters, Arts and Sciences". dornsife.usc.edu. Retrieved 2022-10-11.
  3. ^ "What Is Language Proficiency? Definition and Levels". Indeed Career Guide. Retrieved 2022-09-20.
  4. ^ "What Does Language Proficiency Mean? | LanguageBird". 2019-10-01. Retrieved 2022-09-20.
  5. ^ "What is Language Proficiency | IGI Global". www.igi-global.com. Retrieved 2022-09-21.
  6. ^ [1] Archived January 9, 2014, at the Wayback Machine
  7. ^ Uccelli, Paola; Galloway, Emily Phillips; Barr, Christopher D.; Meneses, Alejandra; Dobbs, Christina L. (2015). "Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension". Reading Research Quarterly. 50 (3): 337–356. ISSN 0034-0553.
  8. ^ Releases, Forbes Press. "Employee Language Proficiency Helps Global Businesses Compete, Says New Study". Forbes. Retrieved 2022-10-11.
  9. ^ "5 Ways Language Training Improves Employee Performance | ATD". www.td.org. Retrieved 2022-10-11.
  10. ^ Hyams, Nina M. (1986), "Discontinuous Models of Linguistic Development", Studies in Theoretical Psycholinguistics, Dordrecht: Springer Netherlands, pp. 128–147, ISBN 978-90-277-2219-5, retrieved 2022-10-11
  11. ^ Gregg, Kevin, R. (1989). "Second language acquisition theory: The case for a generative perspective."". Linguistic perspectives on second language acquisition. pp. 15–40.{{cite book}}: CS1 maint: multiple names: authors list (link)
  12. ^ August, Diane; Shanahan, Timothy (2017). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Routledge.
  13. ^ a b "Chapter 2: Language Proficiency and Communicative Competence – Planning Meaningful Instruction for ELLS". opentext.wsu.edu. Retrieved 2022-10-11.
  14. ^ Ferlazzo, Larry (2017-01-29). "Response: ELL Students' Home Language Is an Asset, Not a 'Barrier'". Education Week. ISSN 0277-4232. Retrieved 2022-10-11.
  15. ^ Piller, Ingrid. "The politicisation of English language proficiency, not poor English itself, creates barriers". The Conversation. Retrieved 2022-10-11.
  16. ^ Egwu, Patrick (2022-08-17). "Nigerian students challenge English language proficiency requirements as unnecessary, discriminatory". The Globe and Mail. Retrieved 2022-10-11.
  17. ^ Hymes, Dell, ed. (2013-10-16). "Foundations in Sociolinguistics". doi:10.4324/9781315888835. {{cite journal}}: Cite journal requires |journal= (help)
  18. ^ García, Ofelia; Wei, Li (2014), "Language, Bilingualism and Education", Translanguaging, London: Palgrave Macmillan UK, pp. 46–62, ISBN 978-1-349-48138-5, retrieved 2022-10-11
  19. ^ Garcia, Ofelia; Klein, Tatyana (2016). Translanguaging with multilingual students. New York, London: Routledge.
  20. ^ Vogel, Sara; García, Ofelia (2017-12-19), "Translanguaging", Oxford Research Encyclopedia of Education, Oxford University Press, retrieved 2022-10-11
  21. ^ Bloom, Paul; Markson, Lori (1998). "Capacities underlying word learning". Trends in Cognitive Sciences. 2 (2): 67–73. doi:10.1016/S1364-6613(98)01121-8. PMID 21227068.
  22. ^ Owens, R. E. (2016). Language Development (9th Ed.). Boston: Pearson.
  23. ^ Hinton, L (2011). "Language revitalization and language pedagogy: New teaching and learning strategies". Language and Education. 25 (4): 307–318. doi:10.1080/09500782.2011.577220.
  24. ^ Leonard, W. (2018). "Reflections on (de)colonialism in language documentation". In McDonnell, Bradley; Berez-Kroeker, Andrea L.; Holton, Gary (eds.). Reflections on Language Documentation 20 Years after Himmelmann 1998. Language Documentation & Conservation Special Publication no. 15. Honolulu: University of Hawai'i Press. pp. 55–65.
  25. ^ a b "ILR Scale". Utm.edu. Retrieved 2015-07-23.
  26. ^ "Avant - STAMP 4S". avantassessment.com. Retrieved 2016-02-11.


Category:Language acquisition Category:Language education Category:Pedagogy

Retrieved from "https://en.wikipedia.org/w/index.php?title=User:AdubofourGh/Language_proficiency&oldid=1123096920"