Principles and practices in teaching Superior-level language skills: not just more of the same

Communication Skills, Cultural Sensitivity, and Collaboration in an Experiential Language Village Simulation

“…There is an increasing need for competent language practitioners who can go beyond the rudimentary linguistic competencies learned in the traditional classroom to actually apply their language skills to real-world situations in a demanding and competitive environment. This language village simulation was guided by a philosophical framework of transmission (to know), transaction (to do), and transformation (to create) (Leaver & Shekhtman, 2002). It offered participants the opportunity to live a role that paralleled reality and in fact, over a period of 9 hours, became their reality; it also challenged them to think on their feet while using language experientially.…”

“…Based on Dewey's theories concerning experiential learning, Sfard and Prusak's (2005) view of identity, Vygotsky's and Di-Pietro's (1987) notions of role-playing, and the goals and expectations that are stated in the MLA report (2007), World-Readiness Standards (2015), and 21st Century Skills Map (Magner et al, 2011) documents, the experiential learning experience described in this article is framed by a philosophical framework of transmission (to know), transaction (to do), and transformation (to create) (Leaver & Shekhtman, 2002). Specifically, this article describes the way in which experiential learning and role play were experienced by learners of Arabic within the context of a simulated community of practice-the immersion villageand examines the extent to which pragmatic interactions had an impact on language learning and the acquisition of cultural awareness and sensitivity.…”

Achievement or proficiency? Just getting a pass is enough!

“…It can be inferred that achievement tests are influenced by the direct strategies like memory, cognitive and compensation and proficiency tests are subjected with the indirect strategies like metacognitive, affective and social (Oxford, 1990). Thus, proficient tests are based on metacognitive and metalinguistic skills and it can be better practised through implicit learning (Leaver & Shekhtman, 2002;Song, 2005). Stern (1983) claims that achievement and proficiency tests have been developed to measure and assess the outcome of learning process.…”

Beyond Experience and Belief (or, Waiting for the Evidence): A Reply to Leaver et al.‘s “Apples and Oranges“

“…They do cite tangential evidence that suggests (somewhat) that a focus on form is useful for acquisition, but they do not cite research on the actual acquisition of Russian or research showing drills are either necessary or are the causative factor in acquisition. What is more, we cite here from Leaver and Shekhtman (2002) as they discuss teaching and learning at advanced levels of language ability: "The teaching of Superiorlevel skills is virgin territory.. .Therefore, there are more questions than answers, more theory than practice, and more anecdote than research in this area" (p. 33, emphasis added). 4.…”