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Harman, Chip, Ed. ACTFL Proficiency Guidelines For DOCUMENT RESUME ED 289 345 FL 017 059 AUTHOR Stansfield, Charles W., Ed.; Harman, Chip, Ed. TITLE ACTFL Proficiency Guidelines for the Less Commonly Taught Languages. A Familiarization Project for the Development of Proficiency Guidelines for Less Commonly Taught Languages. INSTITUTION American Council on the Teaching of Foreign Languages, Hastings-on-Hudson, N.Y.; Center for Applied Linguistics, Washington, D.C. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 87 "GRANT G008540634 NOTE 207p. PUB TYPE Collected Works - General (020) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS African Languages; Arabic; Bibliographies; Hindi; Indonesian; Information Sources; Interviews; Introductory Courses; *Language Proficiency; *Language Tests; Material Development; Oral Language; *Standards; *Testing Problems; *Test Use; *Uncommonly Taught Languages IDEnTIFIERS *ACTFL ETS Language Proficiency Guidelines ABSTRACT A collection of papers on the use of the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines for instruction and testing in less commonly taught language& includes: the 1986 ACTFL Proficiency Guidelines; "Testing Speaking Proficiency: The Oral Interview" (Pardee Lowe, Jr., Judith E. Liskin-Gasparro); a review of the Interagency Language Roundtable Oral Proficiency Interview (Pardee Lowe, Jr.); "Adapting the ACTFL/ETS Proficiency Guidelines to the Less Commonly Taught languages" (Irene Thompson, Richard T. Thompson, and David Hiple); "Materials Development for the Proficiency-Oriented Classroom" (Jeannette D. Bragger); a "Topical Bibliography of Proficiency-Related Issues" (Vicki Galloway, Charles W. Stansfield, and Lynn E. Thompson); "Arabic Proficiency Guidelines" (Roger Allen); "A Model of Proficiency-Based Testing for Elementary Arabic" (R. J. Rumunny); "The Arabic Guidelines: Where Now?" (Roger Allen); "The Application of the ILR-ACTFL Test Guidelines to Indonesian" (John U. Wolff); "Some Preliminary Thoughts about Proficiency Guidelines in Hindi" (Vijay Gambhir); and "African Language Testing and ACTFL Team Testing" (David Dwyer, David Hiple). (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Y GUIDELINES. FOR THE LESS ONLY TAUGHT LANGUAGES ,:FarniliariiatiOni:PrO"da for' the beyeIopinelif of Proficiency Guideluies .for Less: CoMmonly Taught: Languages, The Center_ for Applied Linguistics Washington,- D.C. and The American" Council on the Teaching of Foreign Languages Hastings-on-Hudson, New York 'Edited by Charles W. Stansfield and Chip Harman BEST COPY AVAILABLE "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION MATERIAL HAS BEEN GRANTEDBY Office of Educational Research andImprovement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) gethis document has been reproducedas "received from the person or organization 6-. g.-ictr_tor originating it. O Minor changes have been made toimprove reproduction duality ' TO THE EDUCATIONAL RESOURCES 4 a Points of view or opinions stated in fh is docu INFORMATION CENTER (ERIC)." ment do not necessarily represent official OE RI position or policy AC FL PROFICIENCY GUIDELINES FOR THE LESS COMMONLY TAUGHT LANGUAGES A Familiarization Project for the Development of Proficiency Guidelines for Less Commonly Taught Languages The Center for Applied Linguistics Washington, D.C. and The American Council on the Teaching of Foreign Languages Hastings-on-Hudson, New York Project Directors: Charles W. Stansfield Center for Applied Linguistics and David Hip le American Council on the Teaching of Foreign Languages 1987 , The research reported herein was performed pursuant to a contract with the U.S. Department of Education, International Research and Studies Program No. GOG3540634 under the provisions ofTitle VI section 602, NDEA. TABLE OF CONTENTS Preface AC[FL Proficiency Guidelines Chapter1 Testing Speaking Proficiency: The Oral Interview By Pardee Lowe, Jr. and Judith E. Liskin-Gasparro Chapter 2 Interagency Language Roundtable Oral Proficiency Interview Reviewed by Pardee Lowe, Jr. Chapter 3 Adapting the ACTFL/ETS Proficiency Guidelines to the Less Commonly Taught Languages By Irene Thompson, Richard T. Thompson, and David Hip le Chapter 4 Materials Development for the Proficiency-Oriented Classroom By Jeannette D. Bra :4: er Chapter5 Topical Bibliography of Proficiency-Related Issues By Vicki Galloway, Charles W. Stanfield, and Lynn E. Thompson Chapter6 APPENDICES Arabic Arabic Proficiency Guidelines, by Roger Allen A Model of Proficiency-Based Testing for Elementary Arabic, by R. J. Rumunny The Arabic Guidelines: Where Now? by Roger Allen Indonesian The Application of the ILR -ACTFL Test and Guidelines to Indonesian by John U. Wolff Hindi Some Preliminary Thoughts About Proficiency Guidelines in Hindi,by Vijay Gambhir African Languages African Language Teaching and AC.1-BL Team Testing,by David Dwyer and David Hip le PREFACE This publication, which is the result of a joint effort between the Center for Applied Linguistics (CAL) and the American Council on the Teaching of Foreign Languages (ACTFL), is designed to familiarize the reader with the application of the work done to date on the ACM., Oral Proficiency Guidelines and to stimulate the extension of proficiency guidelines to the Less Commonly Taught Languages (LCTLs) in the United States. The goal of the proficiency movement, begun in the early part of the decade, has never been to dictate standards of learning, teaching, or testing. Instead, the proficiency movement has attempted to stimulate linguists, language teachers, administrators, and others to re-think their approach to foreign language teaching and testing. In spite of the interest generated by the proficiency guidelines for the Commonly Taught Languages (CTL), there was a concern in ACTFL and at CAL that due to a lack of financial support and insufficient number of active teachers the proficiency movement would bypass the LCTLs. It was due to this concern that in 1985 CAL and ACITL applied for a grant from the U.S. Department of Education to motivate teachers within the LCTLs themselves to start defining and discussing proficiency-relatedissues and todraftthefirst provisional guidelinesfor several languages. This volume will be distributed to many teachers of LCI'Ls who have expressed an interest in proficiency guidelines, either by participation in the workshops supported by this project or in related conferences. The authors of some of the articles contained herein were asked to write on a particular subject, while other articles were taken directly from recent publications in order to provide the reader with the most current thoughts on the proficiency guidelines for LCTLs. The first chapter is a reprint of the ACI,H., Proficiency Guidelines, commonly referred to as the generic guidelines. The second chapter is a brief overview of the Oral Interview, written by two of the leading authorities on the subject. The third chapter discusses the federal government's Interagency Language Roundtable and its guidelines for oral proficiency. Adapting the guidelines to LCTLs is the subject of the fourth chapter, which includes an extensive historical background on the subject of proficiency guidelines. The fifth chapter is from a recent AC11.L publication. It discussesthevery practicalaspects of the proficiency movement with applicationsfor the classroom. Finally in the main section there is a topical bibliography of proficiency related issues compiled especially for this volume. There are four appendices in this volume. Each appendix contains one or more articles representing current work in one of the languages or language areas chosen for this project. There is a brief note preceding each article to provide the reader with a topical summary and additional information about the article and/or author. With the help of the ERIC Clearinghouse on Languages and Linguistics, all of the documents in this collection will be deposited collectively and individually in the ERIC system and will become available in 1988 in microfiche or hard copy format from: ERIC Document Reproduction Service, '1900 Wheeler Avenue, Alexandria, VA 22304-5110. WATS Telephone: (800) 227-3742. 6 ACTFL Proficiency Guidelines The proficiency guidelines on the following pages are considered the "generic" guidelines. For information on language specific guidelines for English, German, French, Spanish, Russian, Chinese or Japanese, contact: ACTFL, 579 Broadway, Hastings-on-Hudson, NY 10706. , ACTFL PROFICIENCY GUIDELINES The 1986 proficiency guidelines represent a hierarchy of global characterizations of integrated perforinance in speaking, listening, reading and writing. Each description is a representative, notan exhaustive, sample of a particular range of ability, and each level subsumes all previous levels, moving from simpleto complex in an "all-before-and-more" fashion. Because these guidelines identify stages of proficiency, as opposed to achievement, theyare not intended to measure what an individual has achieved through specific classroom instruction but rather to alloc. assess- ment of what an individual can and cannot do. regardless of where, when, or how the language has been learned or acquired; thus, the words "learned" and "acquired" are used in the broadestsense. These guidelines are not based on a particular linguistic theory or pedagogical method, since the guidelines
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