Foreign Language Proficiency in Higher Education

Chapter 1 Proficiency Testing in the U.S. Context: An Introduction

Chapter 2 The Power of Performance-Based Assessment: Languages As a Model for the Liberal Arts Enterprise

Chapter 3 Vocabulary Size, Reading Proficiency and Curricular Design: The Case of College Chinese, Russian and Spanish

Chapter 4 Picking Up the PACE: Proficiency Assessment for Curricular Enhancement

Chapter 5 Assessment and Curriculum for Heritage Language Learners: Exploring Russian Data

Chapter 6 Modern-Day Foreign Language Majors: Their Goals, Attainment, and Fit Within a Twenty-First Century Curriculum

Chapter 7 In Advanced L2 Reading Proficiency Assessments, Should the Question Language Be in the L1 or the L2?: Does It Make a Difference?

Chapter 8 Proficiency vs. Performance: What Do the Tests Show?

Chapter 9 Exploring the Relationship Between Self-Assessments and OPIc Ratings of Oral Proficiency in French

Chapter 10 Where Am I? Where Am I Going, and How Do I Get There?: Increasing Learner Agency Through Large-Scale Self Assessment in Language Learning

Chapter 11 Arabic Proficiency Improvement Through a Culture of Assessment

Chapter 12 A Cross-Linguistic and Cross-Skill Perspective on L2 Development in Study Abroad

Chapter 13 Language Instructors Learning Together: Using Lesson Study in Higher Education

Chapter 14 U.S. Foreign Language Student Digital Literacy Habits: Factors Affecting Engagement

Chapter 15 Linking Proficiency Test Scores to Classroom Instruction

Chapter 16 Afterword and Next Steps