How do we measure language fluency?
“The first and central culprit is the idea that fluency is an absolute status, that the world of each language is divided into two groups: “fluent” and “non-fluent”. But here’s a brief example of how muddy these waters can actually be: if I am born in Moscow, but then move to Toronto at 14 and never speak a word of Russian again for the rest of my life, am I still fluent at 89? Language is a living thing; it always happens within a context and relative to that context, and those contexts often do not have any exterior criteria by which they could be termed standard.”
From “Let’s Bust Some Myths About Fluency” by Noah Harley, a short essay over at babbel.com.
Babbel Voices | Myths of Fluency
Wikipedia says: “Language fluency is used informally to denote broadly a high level of language proficiency, most typically foreign language or another learned language, and more narrowly to denote fluid language use, as opposed to slow, halting use. ”
Lesson Planet: Ready . . . Set . . . Read! Teaching Reading Fluency – There are many activities and lesson ideas that teachers can use to reinforce reading fluency skills.