This book analyzes the construct of advanced proficiency in second language learning by bringing together empirical research from numerous linguistic domains and methodological traditions. Focusing on the dynamic nature of language use, the volume explores diverse manifestations of high-level second language Spanish, including performance on standardized proficiency assessments, acquisition of late-acquired linguistic structures, sophisticated language use in context, and individual differences. Chapters relate empirical findings to current definitions of advancedness, challenging scholars and practitioners to re-consider existing conceptualizations, and propose possible directions for future research and teaching with second language speakers of Spanish. By addressing larger issues in the field of second language learning, the volume is a valuable reference for language teachers, scholars, professionals and students with an interest in second language acquisition generally, and second language Spanish, more specifically.

Barbara Lafford, Arizona State University:
This volume will serve as a unique landmark in the study of advancedness in second language Spanish. It contains theoretically-grounded chapters by experts who explore the challenges in defining, facilitating and investigating the nature of advanced language abilities and the profiles of advanced learners. The nuanced exploration of the construct of advancedness and the effect of individual differences and experiences on the acquisition process provides the reader with critical questions for future research. Particularly helpful as well are the discussions of the limitations of extant rubrics to measure advanced proficiency and the need to create more fine-grained instruments to capture diverse learners’ abilities to demonstrate their multifunctionality of forms and sophisticated language use, as well as their discourse, intercultural, pragmatic, and sociolinguistic competences in various domestic and international contexts. The proposed synergistic relationship between theoretical and pedagogical considerations makes this volume indispensable to both second language researchers and language practitioners.