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.

- Barbara Lafford, Arizona State University,

This impressive volume takes a huge step forward in promoting our understanding of advanced second language proficiency. Compared to early and intermediate stages of language learning, advancedness is a largely unexplored topic that currently, nonetheless, attracts progressively more research interest. With its 21 chapters, all presenting original research, the book takes a broad approach to the issue, covering the areas late-acquired structures, fluency, various aspects of pragmatics, and individual learner characteristics. The fact that all the studies investigate advanced proficiency in Spanish is a great ‘regalo’ (gift) to Hispanic linguistics and applied linguistics, but also, of course, to second language acquisition theory generally, which can improve considerably from knowledge gained from cutting edge research into a wide range of target languages. This book should be read by all: researchers, teachers and students alike.

- Kenneth Hyltenstam, Stockholm University,