Posts Tagged proficiency
The Des Moines Register had an article yesterday about a high school senior who refused to take the English language fluency test required for students who learned English as a second language. Her argument was that she was fluent in English and that this was evidenced by the fact that she has nearly a straight A average in courses that are taught exclusively in English. Her parents are immigrants from Laos but she was born in the U.S. While she learned Lao at home, she has likely been exposed to English her entire school career.
So, how long do you need, and when can yearly proficiency testing stop?
Yes, of course your child can become bilingual. Everyday demand or need to use different languages usually will push children toward bilingualism. That’s the easy answer. The more complicated answer has to do with how to create an environment at home in which children CAN become bilingual.
The issue of language proficiency is often of central concern in working with a bilingual population and I’ve written about it before. Here, I want to continue that discussion and invite comments from both research and practical perspectives. So, the questions are:
What is proficiency?
How is it defined (or how should it be defined)?
How should it be measured? Read the rest of this entry »
In research as well as in educational and other settings the question of linguistic proficiency is critical. This question is something that I continually struggle with in working with children. How proficient is proficient enough? What does it mean? What should we measure? I’ve been influenced by my own clinical background and the work of other researchers in this area. Read the rest of this entry »