In:Quantitative Methods in Multilingual Acquisition and Processing
Edited by Gabrielle Klassen and John W. Schwieter
[Research Methods in Applied Linguistics 16] 2026
► pp. 103–126
Chapter 6Measuring spoken language proficiency using offline methods
Published online: 26 March 2026
https://doi.org/10.1075/rmal.16.06aus
https://doi.org/10.1075/rmal.16.06aus
Abstract
Research in applied linguistics typically includes
measurement of spoken language proficiency as either a grouping variable or
an outcome variable, often for purposes of group comparisons by age, age of
acquisition or exposure, language(s) spoken, or other factors. A variety of
standardized and researcher-developed measures are available for these
purposes. This chapter will review the literature regarding oral language
proficiency measurement in different bi/multilingual populations: children
and adults, early/simultaneous and late/sequential bilinguals. The
significance of a selection rationale will be discussed within the context
of key constructs and definitions regarding bilingualism.
Researcher-designed measures such as self-ratings scales, lexical/semantic
tasks, elicited repetition tasks and others will be presented, along with
standardized proficiency assessments. The need for different measurement
strategies will be highlighted depending on the purpose of the study.
Finally, concerns regarding the construct of language proficiency will be
underscored, and consideration of new ways of viewing bilingualism, and of
measuring bilingual language skills, will be discussed.
Article outline
- 6.1Introduction
- 6.2Key concepts: Monolingualism, bilingualism, and multilingualism
- 6.3Proficiency measurement within an umbrella framework
for conceptualizing bilingualism - 6.4Offline measurements of language proficiency skills
- 6.4.1Researcher-developed measures of proficiency
- 6.4.2Standardized measures of proficiency
- 6.4.3Research contexts for proficiency measurement
- 6.5Conclusion: Challenges to the measurement and the notion of proficiency
References
References (47)
American Council on the
Teaching of Foreign
Languages. (2012). ACTFL
proficiency guidelines 2012. [URL]
Anderson, R. (1999). First
language loss in Spanish-speaking children: A preliminary case study
investigation. Communication
Disorders
Quarterly, 21, 4–16.
Archila-Suerte, P., Zevin, J., & Hernandez, A. E. (2015). The
effect of age of acquisition, socioeducational status, and
proficiency on the neural processing of second language speech
sounds. Brain and
Language, 141, 35–49.
Austin, L., Hernandez, A. E., & Schwieter, J. W. (2019). Proficiency
predictors in sequential bilinguals: The proficiency
puzzle. Cambridge University Press.
Balota, D. A., Yap, M. J., Hutchison, K. A. et al. (2007). The
English lexicon project. Behavior
Research
Methods, 39, 445–459.
Bar-Ilan, L., & Berman, R. A. (2007). Developing
register differentiation: The Latinate-Germanic divide in
English. Linguistics, 45(1), 1–35.
Benmamoun, E., Montrul, S., & Polinsky, M. (2013). Heritage
languages and their speakers: Opportunities and challenges for
linguistics. Theoretical
Linguistics, 39(3–4).
Bialystok, E. (2016). The
signal and the noise: Finding the pattern in human
behavior. Linguistic Approaches to
Bilingualism, 6(5), 517–534.
Brannick, S. F., Sebranek, E., Anderson, E., Ratiu, I., & LaCroix, A. N. (2023). Empathy
interacts with second language proficiency to modify executive
control of attention to social
information. Translational Issues in
Psychological
Science. 9(4), 444–459.
Bree, E. de, Verhagen, J., Kerkhoff, A., Doedens, W., & Unsworth, S. (2017). Language
learning from inconsistent input: Bilingual and monolingual toddlers
compared. Infant and Child
Development, 26(4).
Canale, M. (1983). From
communicative competence to communicative language
pedagogy. In J. C. Richard & R. W. Schmidt (Ed.), Language
and
communication (pp. 2–14). Longman.
Castilla-Earls, A., Pérez-Leroux, A. T., Fulcher-Rood, K., & Barr, C. (2021). Morphological
errors in Spanish-speaking bilingual children with and without
developmental language
disorders. Language, Speech, and
Hearing Services in
Schools, 52(2), 497–511.
Cummins, J. (1981). Empirical
and theoretical underpinnings of bilingual
education. Journal of
Education, 163(1), 16–29.
Educational Testing
Service. (2022). Test
of English as a Foreign Language
(TOEFL). [URL]
Erlam, R. (2006). Elicited
imitation as a measure of L2 implicit knowledge: An empirical
validation study. Applied
Linguistics, 27(3), 464–491.
Fernandez, M., Banks, J. B., Gestido, S., & Morales, M. (2023). Bilingualism
and the executive function trade-off: A latent variable examination
of behavioral and event-related brain
potentials. Journal of Experimental
Psychology. Learning, Memory, and
Cognition, 49(7), 1119–1144.
Garcia, D. L., & Gollan, T. H. (2022). The
MINT Sprint: Exploring a fast administration procedure with an
expanded multilingual naming
test. Journal of the International
Neuropsychological Society:
JINS, 28(8), 845–861.
Gee, J. P. (1989). Literacy,
discourse, and linguistics:
Introduction. Journal of
Education, 171(1), 5–17.
Gollan, T. H., Montoya, R. I., Cera, C., & Sandoval, T. C. (2008). More
use almost always means a smaller frequency effect: Aging,
bilingualism, and the weaker links
hypothesis. Journal of Memory and
Language, 58(3), 787–814.
Grosjean, F. (1989). Neurolinguists,
beware! The bilingual is not two monolinguals in one
person. Brain and
Language, 36(1), 3–15.
Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A
critical period for second language acquisition: Evidence from 2/3
million English
speakers. Cognition, 177, 263–277.
Hernandez, A. E., Ronderos, J., Bodet, J. P. et al. (2021). German
in childhood and Latin in adolescence: On the bidialectal nature of
lexical access in English. Humanit
Soc Sci
Commun 8, 162.
Higby, E., Gámez, E., & Holguín Mendoza, C. (2023). Challenging
deficit frameworks in research on heritage language
bilingualism. Applied
Psycholinguistics, 44(4), 417–430.
Hulstijn, J. H. (2012). The
construct of language proficiency in the study of bilingualism from
a cognitive
perspective. Bilingualism: Language
and
Cognition, 15(2), 422–433.
IELTS
Partners. (2022). International
English Language Testing System (IELTS). [URL]
Lemhöfer, K., & Broersma, M. (2012). Introducing
LexTALE: A quick and valid Lexical Test for Advanced Learners of
English. Behavior Research
Methods, 44(2), 325–343.
Llurda, E. (2000). On
competence, proficiency, and communicative language
ability. International Journal of
Applied
Linguistics, 10(1), 85–96.
Luk, G., & Bialystok, E. (2013). Bilingualism
is not a categorical variable: Interaction between language
proficiency and usage. Journal of
Cognitive
Psychology, 25(5), 605–621.
MacWhinney, B., Bates, E., & Kliegl, R. (1984). Cue
validity and sentence interpretation in English, German, and
Italian. Journal of Verbal Learning
and Verbal
Behavior, 23(2), 127–150.
Marian, V., Blumenfeld, H. K., & Kaushanskaya, M. (2007). The
Language Experience and Proficiency Questionnaire (LEAP-Q):
Assessing language profiles in bilinguals and
multilinguals. Journal of Speech,
Language, and Hearing
Research, 50(4), 940.
Mor, B., & Prior, A. (2022). Frequency
and predictability effects in first and second language of different
script bilinguals. Journal of
Experimental Psychology. Learning, Memory, and
Cognition, 48(9), 1363–1383.
Muñoz-Sandoval, A. F., Cummins, J., Alvarado, C. G., & Ruef, M. L. (1998). Bilingual
verbal ability tests. Riverside Publishing.
Murphy, K. A., Springle, A. P., Sultani, M. J., & McIlraith, A. (2022). Predicting
language performance from narrative language
samples. Journal of Speech, Language,
and Hearing
Research, 65(2), 775–784.
Pearson, B. (2012). Children
with two
languages. In E. L. Bavin (Ed.), The
Cambridge handbook of child
language (pp. 379–397). Cambridge University Press.
Silva-Corvalán, C. (2014). Bilingual
language acquisition: Spanish and English in the first six
years. Cambridge University Press.
Talamas, A., Kroll, J. F., & Dufour, R. (1999). From
form to meaning: Stages in the acquisition of second-language
vocabulary. Bilingualism: Language
and
Cognition, 2(1), 45–58.
Tong, X., Yu, L., & Deacon, S. H. (2024). A
meta-analysis of the relation between syntactic skills and reading
comprehension: A cross-linguistic and developmental
investigation. Review of Educational
Research. 95(3), 385–426.
Wartenburger, I., Heekeren, H. R., Abutalebi, J., Cappa, S. F., Villringer, A., & Perani, D. (2003). Early
setting of grammatical processing in the bilingual
brain. Neuron, 37(1), 159–170.
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson
III tests of achievement. Riverside Publishing.
Woodcock, R., & Muňoz-Sandoval, A. F. (2001). The
Batería–R in neuropsychological
assessment. In M. O. Pontón & J. León-Carrión (Eds.), Neuropsychology
and the Hispanic patient: A clinical
handbook. Lawrence Erlbaum Associates.
