Full Description
Increasing globalization presents both challenges and opportunities to the higher education sector. This pioneering book shows how interaction between the two fields of foreign language pedagogy and second language acquisition (SLA) can facilitate more effective language development at an advanced level. Establishing a new research agenda to describe, assess, and study high-level language use, it uses mixed-methods analyses within a sociocognitive framework to explore constructs such as second language (L2) identity and critical language awareness as essential components of multilingualism and global citizenship. It approaches L2 advancedness from multiple perspectives, examining the L2 learner and their understanding of advanced language use, highlighting individual differences among foreign-language professionals regarding high-level language use, positing the need for unified departmental missions, and analysing alternative constructs to assess L2 advancedness. Throughout, analyses of quantitative and qualitative data are used to demonstrate the multiple dimensions of advanced second language use in higher education.
Contents
Preface; Acknowledgements; List of Figures; List of Tables; 1. On Actors, Architecture, and L2 Advancedness in Higher Education; Part I. Advancedness and the L2 Learner: Student Beliefs and Awareness Regarding Advancedness; 2. Advancedness, Advanced Proficiency, and L2-Spanish Learner Identity; 3. A Quantitative Analysis of L2 Learners' Beliefs Regarding Advanced L2- Spanish and Their Perceptions of Advancedness; 4. Can L2 Learners Imagine Advancedness? A Qualitative Study of Language Awareness and the Development of L2 Identity; Part II. Variable Notions of Advancedness: Institutional, Professional, and Social Perspectives; 5. Language Departments' Architecture, Ideology, and Mission Regarding L2 Advancedness; 6. A Quantitative Analysis of Variability in Perceptions of L2 Advancedness Among Practitioners, Researchers, and Administrators in Higher Education; 7. A Qualitative Analysis of Language Professionals' Descriptions of Their Ideology and Assessment of Advanced L2 Spanish; Part III. Assessment, Identity, and Critical Language Awareness as Markers of Advancedness: 8. Assessing Advancedness in the Age of Identity Construction and Global Citizenship; 9. A Quantitative Analysis of L2 Identity and Critical Language Awareness; 10. Imagining Global Citizenship and Intercultural Competence: A Mixed-Methods Analysis of L2 Learner Perceptions and Behavior in Contexts of Identity Co-Construction; 11. Sociocognitive Awareness of L2 Advancedness in Higher Education: A New Parlance for a Changing World; Bibliography; Appendices; Index.
