MSI Press Blog

  When Boris Shekhtman and Betty Lou Leaver were searching for a publisher for their book on reaching ILR 4, Developing Professional Level Foreign Langauge Proficiency , a reviewer for one of the traditional American publishers suggested not taking on the book because "no one needs near-native proficiency." She then pointed to herself as a teacher of French whose proficiency was ILR 2, and she was considered a brilliant and successful teacher. She did not need anything higher than that, and neither did anyone else. Well, she was wrong, and fortunately Cambridge University Press had the foresight to realize that the topic was important, known to few (which is why that French teacher had such low proficiency) and would someday be sought-after information. They wanted the seminal work; they got it. And it has been the go-to work for more than two decades now. The reviewer’s comment reflected a long‑standing and deeply limiting assumption in American language education: that “goo...

  There are statistics showing how often medical communication falters when patients and providers don’t share high‑level language skills. But numbers alone don’t capture the human cost of misunderstanding. When my son was hospitalized at Boston Children’s, a nurse approached me: “They need help on the cancer ward,” she said. “A couple that speaks Russian and doesn’t understand the doctor.” I found a frightened couple who had been told their son had a spot on his leg. They didn’t realize that “spot” was a euphemism for possible cancer. They still didn’t understand until I used the word рак — cancer . The mother broke down, blaming herself. The doctor grew frustrated, insisting it wasn’t her fault. I had to explain that her reaction was culturally normal — a reflex of guilt and responsibility deeply embedded in Russian family culture. That moment taught me something essential: Near‑native language proficiency must include near‑native cultural understanding. Without it, even wel...

  We recently learned about a great review of Tom Garza's wonderful and unique book on how to get language learners to super-high levels of proficiency, Practices That Work .  Written by Olena Chernishenko of American University for Russian Language Journal , some of evaluations include: " Practices That Work is an excellent resource for both new and experienced foreign-language instructors, as well as for foreign-language learners. The volume is a compilation of short, thematically organized articles written by numerous experts in the field of foreign-language teaching who share invaluable insights about bringing learners to high-level professional proficiency in world languages. While Practices That Work offers a plethora of effective techniques for instructors, it also provides deep understanding of the learning process, which will benefit the development of learners' development of self-awareness and autonomy." "...every article in the volume gives excellent...

  For decades, government agencies have treated ILR 3 (“professional proficiency”) as the gold standard for international work. It’s the level at which an employee can negotiate, brief, read complex texts, and function independently. On paper, ILR 3 looks sufficient for almost any mission. But intergovernmental activity—especially scientific, technical, or diplomatic collaboration—does not happen on paper. It happens in real time, in real relationships, in real cultural ecosystems. And in those environments, ILR 3 is often not enough. Native‑like proficiency (ILR 4) is not a luxury. It is a capability multiplier. Why ILR 4 Matters in Intergovernmental Work Intergovernmental cooperation depends on three things: Precision Scientific and technical exchanges require exactness. A single misunderstood modifier in an engineering discussion can derail a project. ILR 4 speakers don’t just understand the words—they understand the intent , the register , and the embedded assumptions . Rapi...

  This week's editor's choice: Practices That Work: Bringing Learners to Professional Proficiency in World Languages , edited by Professor Thomas Jesús Garza and written by a wide range of experts who have helped hundreds of students reach near-native levels of proficiency. Book Description: The many and varied demands of the digital age require cadres of professionals capable of collaborating effectively and engaging globally in the world's languages and cultures. This volume represents a collection of classroom- and field-tested practices used to prepare global professions to the highest standards of proficiency in their languages in order to meet these global challenges. Culled from faculty of government, private, and state educational programs, these "practices that work" offer the language practitioner a selection of "recipes" for helping language learners attain near-native professional proficiency. The techniques and practices offered in these pag...