In this study, the authors evaluated the strengths and limitations of a self‐assessment based on ACTFL Can‐Do statements (ACTFL, ) as a tool for measuring linguistic gains over an internship abroad in Russia. They assessed its reliability, determined how its items mapped with the ACTFL scale, and measured the degree to which students' self‐evaluations matched oral proficiency interview (OPI) test results (i.e., predictive validity). Data revealed a high level of reliability. Furthermore, self‐assessment items ascended in the order of difficulty expected (i.e., Superior items were the most difficult, followed by Advanced), but differences between the means for items representing the ACTFL levels were not statistically significant. Finally, while students demonstrated significant gains from pre‐ to posttests on both the OPI and the self‐assessment, correlations between these measures were only moderate.

In response to a growing demand for highly proficient speakers of foreign languages, both from private and government sectors, an added emphasis has been placed on immersion-type programs that offer extensive contact time in a target language. Although time in a target language certainly plays a valuable and needed role, this research demonstrates that innovative curricular design and development in the university foreign language classroom can equal if not exceed uptake that occurs in extended immersion environments. A thorough description of the research design is provided, including the application of "memory box" items, laboratory self-recordings, listening, reading, and written exercises, and in-class practicum in the target language involving British parliamentary-style debate and Model United Nations. Preliminary findings based on certified pre-and post-Oral Proficiency Interview and Written Proficiency Test ratings suggest that such an approach yields significant gain. Vygotsky's (1978) idea of the Zone of Proximal Development serves as a useful framework for explaining a high percentage of gain at the Advanced-high/Superior threshold in oral proficiency, whereas native-speaker written corrective recasts followed by revision and resubmission of written assignments offer a useful paradigm for facilitating threshold gain across a range of proficiency levels for all participants involved.

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This research describes a method applied in a third‐year Russian language course designed to push students' writing proficiency to the Intermediate/Advanced threshold and beyond and the findings associated therewith. The approach centered around argumentation and debate, a subject usually designed to improve students' command of logic and reasoning in their first language, but rarely found in second language curricula, much less with an emphasis on writing rather than speaking. Data supporting the researchers' claims reflect ACTFL pre‐ and post‐written proficiency test ratings, biweekly rough draft scores, and participants' responses to a language background questionnaire. Findings suggest that an emphasis on argumentation and debate and content‐based instruction proved statistically significant. In addition, participants in the treatment group benefited considerably from the inclusion of native speaker consultations.

This research describes a method applied at a U.S. university in a third‐year Russian language course designed to facilitate Advanced and Superior second language writing proficiency through the forum of argumentation and debate. Participants had extensive informal language experience living in a Russian‐speaking country but comparatively little formal language instruction, especially with regard to writing. The authors quantitatively analyzed weekly position papers and ACTFL pre– and post–Written Proficiency Test compositions using prescribed complexity measures and compared them with qualitative ACTFL proficiency ratings. Preliminary findings underscore the value to both the writer and instructor of applying both quantitative and qualitative measures; they likewise point out challenges associated with teaching students whose language has become automatized, albeit oftentimes error‐full, in part owing to the nature of past language study.