Hostname: page-component-586b7cd67f-rcrh6 Total loading time: 0 Render date: 2024-11-27T14:47:48.906Z Has data issue: false hasContentIssue false
  • English
  • Français

Foreign Language Proficiency in the Classroom and Beyond. Charles J. James (Ed.). Lincolnwood, IL: National Textbook, 1985. Pp. v + 179.

Published online by Cambridge University Press:  07 November 2008

Barbara F. Freed
Barbara F. Freed
Affiliation:
University of Pennsylvania
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Reviews
Information
Studies in Second Language Acquisition , Volume 10 , Issue 2 , June 1988 , pp. 269 - 271
Copyright
Copyright © Cambridge University Press 1988

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Byrnes, H., & Canale, M. (Eds.). (1987). Defining and developing proficiency. Lincolnwood, IL: National Textbook.Google Scholar
Freed, B. (in press). Perspectives on the future of proficiency-based teaching and testing. In E. Bernhardt, G. Jarvis, & C. Hancock (Eds.), Policy issues in language education: Historical and futuristic perspectives.Google Scholar
Higgs, T. (Ed.). (1984). Teaching for proficiency: The organizing principle. Lincolnwood, IL: National Textbook.Google Scholar
Kramsch, C. (1986a). From language proficiency to interactional competence. Modern Language Journal, 70, 366–372.CrossRefGoogle Scholar
Kramsch, C. (1986b). Proficiency versus achievement: Reflections on the proficiency movement. Association of Departments of Foreign Languages Journal, 18, 22–24.Google Scholar
Kramsch, C. (1987). The proficiency movement: SLA perspectives. [Review of Teaching for proficiency: The organizing principle; Teaching language in context: Proficiency-oriented instruction; and Defining and developing proficiency: Guidelines, implementations, concepts.] Studies in Second Language Acquisition, 9, 355–362.CrossRefGoogle Scholar
Lantolf, J., & Frawley, W. C. (1985). Oral proficiency testing: A critical analysis. Modern Language Journal, 70, 366–372.Google Scholar
Savignon, S. (1985). Evaluation of communicative competence: The ACTFL provisional proficiency guidelines. Modern Language Journal, 69, 129–134.CrossRefGoogle Scholar
Savignon, S. (1987). [Discussion of Freed & Lange, Practical problems in the administration of the ILR-ACTFL proficiency test and the implementation of the Guidelines at the high school and university level]. In Vladman, A. (Ed.), Proceedings of the Symposium on the Evaluation of Foreign Language Proficiency. Bloomington: Indiana University, CREDLI.Google Scholar
VanPatten, B. (1985). The ACTFL proficiency guidelines: Implications for grammatical accuracy in the classroom. Studies in Second Language Acquisition. 8, 56–67.CrossRefGoogle Scholar