Developing Professional-Level Language Proficiency [Hardcover]

This 2002 book examines approaches to teaching students making the transition from 'advanced' or 'superior' proficiency in a foreign language to 'near-native' ability.This book examines approaches to teaching students who aim to make the leap from 'advanced' or 'superior' proficiency in a foreign language to 'near-native' ability. While there are copious publications on classroom techniques and methods for lower levels of instruction, virtually nothing exists about this transition, which is vital for th ose who intend to use foreign languages in high-level international arenas. This book, by leading practitioners in this area of foreign language teaching, aims to fill this gap and assist those developing language programmes at the 'advanced to distinguished' level.This book examines approaches to teaching students who aim to make the leap from 'advanced' or 'superior' proficiency in a foreign language to 'near-native' ability. While there are copious publications on classroom techniques and methods for lower levels of instruction, virtually nothing exists about this transition, which is vital for th ose who intend to use foreign languages in high-level international arenas. This book, by leading practitioners in this area of foreign language teaching, aims to fill this gap and assist those developing language programmes at the 'advanced to distinguished' level.This book examines approaches to teaching students who aim to make the leap from advanced or superior proficiency in a foreign language to near-native ability. While there are an abundance of publications on classroom techniques and methods for lower levels of instruction, almost nothing exists about the transition, which is vital for those who intend to use foreign languages in high-level arenas. Compiled by leading practitioners in this area of foreign language teaching, the book fills the gap for those developing programs at the advanced to distinguished level.Foreword Richard Brecht; Part I. PrinlC­