language flagship proficiency project

The Language Flagship Proficiency Grant was a project funded by a grant from the Language Flagship and the National Security Education Program (NSEP).

The Language Flagship funded three universities -- the University of Utah, Michigan State University, University of Minnesota -- to conduct the Language Proficiency Flagship Initiative.

The following publications resulted from this funding:

Books

Carrillo Cabello, A., Paesani, K., & Soneson, D. (Eds.) (2019). Developing advanced speaking proficiency: Instructional and curricular models for post-secondary language programs. (CARLA Working Paper Series). Minneapolis, MN: University of Minnesota, Center for Advanced Research on Language Acquisition.
Winke, P., & Gass, S. (Eds.). (2019). Foreign Language Proficiency in Higher Education. Berlin/New York: Springer.

Articles

Dillard, B. (2019). Language Instructors Learning Together: Using Lesson Study in Higher Education. In P. Winke & S. Gass, S. (Eds.), Foreign Language Proficiency in Higher Education (pp. 245-263). Berlin/New York: Springer.
Gass, S., & Winke, P. (2019). Proficiency testing in the U.S. context: An introduction. In P. Winke & S. Gass (Eds.), Foreign language proficiency in higher education (pp. 3-13). Berlin/New York: Springer.
Gass, S., Van Gorp, K., & Winke, P. (2019). Using different carrots: How incentivization affects proficiency testing outcomes. Foreign Language Annals, 52(2), 216-236. https://doi.org/10.1111/flan.12389
Hacking, J. & Rubio, F. (2016). A proficiency-based articulation project between two post-secondary institutions. In P. Urlaub & J. Watzinger Tharp (Eds.), The interconnected language curriculum: Critical transitions and interfaces in articulated k-16 contexts. (pp. 118-133). Boston: Cengage/Heinle.
Hacking, J., Rubio, F. & Tschirner, E. (2019). Vocabulary size, reading proficiency and curricular design: The case of college Chinese, German, Russian and Spanish. In Gass, S. & Winke, P. (Eds.), Foreign Language Proficiency in Higher Education. (pp. 25-44). Berlin/New York: Springer.
Hacking, J. & Tschirner, E. (2017). Reading proficiency, vocabulary development and curricular design: The case of college Russian. Foreign Language Annals, 50(3), 1-19. https://doi.org/10.1111/flan.12282
Isbell, D. R., Winke, P. M., & Gass, S. M. (2019). Using the ACTFL OPIc to assess and monitor progress in a tertiary foreign languages program. Language Testing, 36(3), 439–465. https://doi.org/10.1177/0265532218798139
Ma, W., & Winke, P. (2019). Self-assessment: How reliable is it in assessing oral proficiency over time? Foreign Language Annals, 52(1), 66-86. https://doi.org/10.1111/flan.12379
Mack, S. & Sweet, G. (2017). Taking the next step and empowering students with self-assessment.The Language Educator 12(3), 37-39.
Rubio, F., Hacking, J. (2019). Proficiency vs. performance: what do the tests show? In Gass, S. & Winke, P. (Eds.), Foreign language proficiency in higher education. (pp. 137-152). Berlin/New York: Springer.
Soneson, D., & Tarone, E. (2019). Picking up the PACE: Proficiency Assessment for Curricular Enhancement. In P. Winke & S. Gass, S. (Eds.), Foreign Language Proficiency in Higher Education (pp. 45-70). Berlin/New York: Springer.
Soneson, D. (in press). Advanced users of Spanish: Relationships among modalities of speaking, reading, and listening. In M. Menke & P. Malovrh (Eds.), Advancedness in second language Spanish: Definitions, challenges, and possibilities. Philadelphia, PA: John Benjamins.
Strawbridge, T., Soneson, D., & Griffith, C. (in press). Lasting Effects of Pre-University Language Exposure on Undergraduate Proficiency.Foreign Language Annals.
Sweet, G., Mack, S., & Olivero-Agney, A. (2019). Where am I? Where am I going, and how do I get there?: Increasing learner agency through large-scale self-assessment in language learning. In P. Winke & S. Gass, S. (Eds.), Foreign Language Proficiency in Higher Education (pp. 175-195). Berlin/New York: Springer.
Suvorov, R., Carrillo Cabello, A., & Janssen Sánchez, B. (2018). Professional Development in Language Centers: Approaches and Guidelines for Design and Implementation. In E. Lavolette & E. Simon (Eds.). Language Center Design (pp. 197-222). Alabama: IALLT.
Tigchelaar, M., Bowles, R., Winke, P., & Gass, S. (2017). Assessing the validity of ACTFL can-do statements for spoken proficiency. Foreign Language Annals, 50(3), 584-600. http://onlinelibrary.wiley.com/doi/10.1111/flan.12286/full
Tschirner, E., Hacking, J. & Rubio, F. (2018). Reading proficiency and vocabulary size: An empirical investigation. In Ecke, P. & Rott, S. (eds.) Understanding vocabulary learning and teaching: Implications for language program development (pp. 58-77). Boston: Cengage/Heinle.
Van Gorp, K., Reed, D., Gass, S., & Winke, P. (2017). Comparing speaking performances across tests and languages: evaluating the success of an institutional rater-training program. In Savage, J., M. Marulli, & A. French (Eds). Learning and Assessment: Making the connections (pp. 194-200). Cambridge, UK: Association of Language Testers in Europe.
Vanpee, K. & Soneson, D. (2019). Arabic Proficiency Improvement through a Culture of Assessment. In P. Winke & S. Gass, S. (Eds.), Foreign Language Proficiency in Higher Education Education (pp. 197-216). Berlin/New York: Springer.
Winke, P., & Gass, S. (2018). Individual differences in advanced proficiency. In P. A. Malovrh & A. Benati (Eds.), The Wiley handbook of advanced proficiency in second language acquisition (pp. 157-178). Malden, MA: John Wiley & Sons.
Winke, P., & Gass, S. (2018). When some study abroad: How returning students realign with the curriculum and impact evidence of learning. In C. Sanz and A. Morales-Front (Eds.), The Routledge handbook of study abroad research and practice (pp. 527-544). New York: Routledge.
Winke, P., & Ma, W. M. (2020). The assessment of Chinese L2 proficiency. In C. Shei, M., Zikpi, & D. Chao (Eds.), The Routledge handbook of Chinese language teaching (pp. 405-422). New York: Routledge.
Winke, P., Gass, S., & Heidrich, E. (2019). Modern-day foreign language majors: Their goals, attainment, and fit within a twenty-first century curriculum. In P. Winke & S. Gass (Eds.), Foreign language proficiency in higher education (pp. 117-136). Berlin/New York: Springer.
Winke, P., Heidrich, E., & Gass, S. (in press). Individual differences in advanced Spanish proficiency: Cluster and case-matching analyses on 127 advanced learners. In M. Menke & P. Malovrh (Eds.), Advancedness in second language Spanish: Definitions, challenges, and possibilities. Philadelphia, PA: John Benjamins.

L2TReC

College of Humanities

language flagship proficiency project