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2 results

  • 11 - Sociocognitive Awareness of L2 Advancedness in Higher Education

  • from Part III - Assessment, Identity, and Critical Language Awareness As Markers of Advancedness
  • Paul A. Malovrh, University of South Carolina, Nina Moreno, University of South Carolina
  • Book:
    Second Language Identity
    Published online:
    27 July 2023
    Print publication:
    10 August 2023, pp 235-245

  • Summary

    This concluding chapter summarizes the motivation of the book and the various findings revealed throughout. Since the MLA’s (2007) call for restructuring in higher education, it has been clear that a new paradigm is needed. In response, the present volume chose a sociocognitive approach to examine advancedness. Under this framework and using mixed-methods analyses, the object of study extended from solely the learners’ and foreign-language professionals’ linguistic and communicative competencies to examining learners’ identities, perceptions, and expectations of what advancedness is. We interpreted our results such that both learners and other stakeholders are implicitly aware of sophistication in advanced use of L2 Spanish but were only able to explicitly express the definitions that are popular institutionally. Learners appear to ignore the agency they could exert as global citizens. Among practitioners in the field, we found that there was no consensus about what advancedness means and that they expected L2 learners to exercise agency in the L2. The chapter ends with a summary of working hypotheses generated in previous chapters and suggestions for future lines of inquiry.

Second Language Identity
  • Awareness, Ideology, and Assessment in Higher Education
  • Paul A. Malovrh, Nina Moreno
  • Published online:
    27 July 2023
    Print publication:
    10 August 2023
  • 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.