Late last year I had an article published in the peer-reviewed journal, Notos, which is published by the Second Language and Intercultural Council (SLIC) of the Alberta Teachers’ Association. With permission of the publisher, I am sharing the abstract and article with you:
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.
second language, international languages, Canada, Alberta, 10,000-hour rule, expertise, proficiency, ACTFL, Common European Framework of Reference, CEFR, expert, self-regulation, formal learning, non-formal learning, informal learning.
Eaton, S. E. (2012). 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. Notos, 12(2), 2-12.
If you are interested in a copy of the full article, please contact me.
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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.