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9781316625729

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Reviews

'What happens when we ask L2 students to define 'advancedness'? The response is in Malovrh and Moreno's book, and it's fascinating. Through qualitative and quantitative analyses of learners' beliefs and perceptions of advancedness, the authors capture the way the educational system constrains the relative contribution that linguistic features, critical language awareness, intercultural competence, global citizenship, and learner identity make to the definition of advancedness among undergraduate students in language programs in the US.' Cristina Sanz, Georgetown University 'What a great pleasure to read this innovative and thorough treatment of advancedness in second language acquisition. Malovrh and Moreno have pulled together an impressive coverage of the topic from a wide variety of perspectives, building on past research and including their own vision of the construct. Their journey through this topic has an emphasis on sociocognitive aspects of language learning within higher education programs and covers an impressive array of topics that includes identity, cultural studies, beliefs, actual practice, and assessment, to give a small example. This book will be of enormous interest and benefit to anyone interested in L2 advancedness, including researchers and higher education administrators.' Susan Gass, University Distinguished Professor Emerita, Michigan State University

Author Information

Paul A. Malovrh is Associate Professor of Hispanic Linguistics and Spanish Program Director at the University of South Carolina. Notable publications include Advancedness in Second Language Spanish (co-editor, Benjamins, 2021) and The Handbook of Advanced Proficiency in Second Language Acquisition (co-editor, Wiley, 2018). Nina Moreno is Associate Professor of Hispanic Linguistics at the University of South Carolina. Notable publications include Introducción a la lingüística hispánica actual (co-authored, Routledge, 2017).

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