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This volume presents a systematic approach to developing advanced
English language competence at tertiary level. It includes the
reflections of experienced language teachers and
teacher-researchers in the English Language Competence programme at
the University of Vienna and provides examples of good practice,
amalgamating teaching expertise and research with aspects of
curriculum design and programme management. The book addresses a
growing academic and professional interest in understanding
advanced language learning and use. To date, research has tended to
investigate advanced proficiency from a specific theoretical
viewpoint, for example cognition, psycholinguistic processing
strategies, or the assumption of a critical period or the age
factor. In contrast, this work examines advanced proficiency from a
curricular and instructional perspective by providing a profile of
advanced-level language development in a specific institutional
context. It brings together three areas of language education:
curriculum design, pedagogical practice, and research. Within this
triangle, advanced English language education is the focus or,
conversely, advanced English language education provides the lens
through which links between curriculum design, teaching, and
research can be established.
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