Innovation in Language Learning

This paper is an invitation to reflect upon the role of language teaching within a university context where the focus is increasingly on measuring knowledge of students majoring in modern languages exclusively within the framework of international certification of language levels. The paper explores recent developments at an Italian university, to classify 1st, 2^nd and 3^rd year language students according to their language level at the time of enrolment. This means, for example, that unlike in the past, first year students who can demonstrate a higher level of language proficiency as measured by the most common international language tests no longer attend language classes provided for first year students. These students are allowed to attend courses held at a higher level in the 2^nd and 3^rd years. While this may appear, at first glance, as a way of maximizing student time and teaching resources, it also raises the question, for example of “What on earth did we teach?” before language levels became the main criterion in curriculum design for university level language teaching. This concern also touches upon the forever debated - yet unresolved - issue of how to differentiate between language proficiency and language knowledge in the first place. This recent development is particularly worthy of consideration within the context of providing university level education to students who, in theory, upon graduation will be language professionals of some sort whether in teaching, editing, translating, content creation or writing careers. Is language proficiency the only means of measuring language knowledge? Is it adequate? Should universities and tertiary education in general be following the certification trend? Can this approach be considered innovative? What are the implications in the long term?