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ERIC Number: ED540393
Record Type: Non-Journal
Publication Date: 2012
Pages: 29
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: N/A
How Will Alberta's Second Language Students Ever Achieve Proficiency? ACTFL Proficiency Guidelines, the CEFR and the "10,000-Hour Rule" in Relation to the Alberta K-12 Language-Learning Context
Eaton, Sarah Elaine
Online Submission
Students of second and international languages in Alberta do not receive sufficient hours of instruction through formal classroom time alone to achieve distinguished levels of proficiency (Archibald, J., Roy, S., Harmel, S., Jesney, K., Dewey, E., Moisik, S., et al., 2006). This research study uses a constructivist approach (Guba & Lincoln, 1994; Twomey Fosnot, 2005) to explore what is meant by proficiency and expertise in terms of language learning, by applying what has commonly become known as "the 10,000-hour rule" of expertise (Ericsson, K. A., Krampe, R., & Tesch-Romer, C., 1993; Ericsson, K. A., Prietula, M. J., & Cokely, E. T., 2007; Gladwell, 2008). "Alberta's French as a second language: Nine-year program of studies (Grade 4 to 12)" is considered as an example. This paper argues that dedicated, self-regulated informal learning is necessary to supplement classroom learning in order to achieve 10,000 hours of dedicated practice necessary to develop high levels of proficiency or expertise, according to the definitions offered by American Council on the Teaching of Foreign Languages (ACTFL) and the Common European Framework of Reference for Languages (CEFR). Recommendations are offered to help learners and parents understand critical role of self-regulated, informal learning in achieving language proficiency. [This article was originally published in "Notos," 12(2), 2-12.]
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada