This commentary discusses Westergaard's (2021) keynote article, which presents a comprehensive model of first language (L1), second language (L2), and third language (L3) acquisition. The commentary presents evidence from a previous study of L3 learners that provides support for Westergaard's property-by-property transfer proposal. The commentary…

The proficiency movement in second language teaching has had a wide impact because it represents not only an attempt to introduce a national metric but also an attempt to modify the nature of the second language curriculum. The curriculum has been pointed in the direction of instruction in the functional use of language. The list of languages…

The importance of assessing language proficiency levels and the relationship of this priority to the teaching of Russian at the university level are discussed. Serious concerns about the value of language-specific proficiency guidelines are raised, and an argument is presented suggesting that language-specific guidelines may lead to undue emphasis…

Reviews research on proficiency levels attained by foreign language students, and describes an advanced Russian conversation course, which is geared toward students who have achieved intermediate-mid or intermediate-high oral proficiency and who are striving towards advanced level speech according to the American Council on the Teaching of Foreign…

Discusses the course content, methodology, architecture, role of the student, and development process of a unique videodisc self-study program to teach Russian speaking, reading, and listening skills to adults. Equivalent to a 120-hour, teacher-delivered course, the course is designed to produce speaking proficiency at the Foreign Service…

The benefits of learning a foreign language and arguments in support of language requirements in the college curriculum are discussed. The arguments concerning the acquisition of indirect benefits not inherent in the language skill itself through the learning of a foreign language prove inconvincing and only serve to divert one's attention from…

Papers in this volume on individualized instruction in foreign languages include: (1) "Individualized Instruction and 'Back to Basics': Are They Compatible?" by Howard B. Altman; (2) "Individualized Instruction in French at Northwestern University" by Margaret Sinclair Breslin; (3) "An Individualized French Program for…