American Council on the Teaching of Foreign Languages © 2012 ACTFL Proficiency Levels in the Work World Dr. Elvira Swender, ACTFL CIBER 2012 Conference March 21, 2012 Chapel Hill, NC
American Council on the Teaching of Foreign Languages © 2012
ACTFL Proficiency Levels
in the Work World
Dr. Elvira Swender, ACTFL
CIBER 2012 Conference
March 21, 2012
Chapel Hill, NC
American Council on the Teaching of Foreign Languages © 2012
ACTFLThe American Council on the Teaching of Foreign Languages
• National membership organization– Promote the teaching of languages
– Support language educators
• all languages, all levels of instruction
– Organize largest conference of language educators in US
• Standards– ACTFL Proficiency and Performance Guidelines
– National Standards for students and teachers
• Professional Development– Instructional Workshops, Webinars for Educators
– Tester Training and Certification
• Language Assessment – Certified official testing in 90 languages through Language Testing
International (LTI)
American Council on the Teaching of Foreign Languages © 2012
Questions
• Why use a proficiency scale?
• Why use the ACTFL Proficiency scale in the workplace?
• What are examples of minimal levels of proficiency for
specific professions and positions?
• How are these levels established?
• What are the implications for CIBER curriculum,
instruction, and assessment?
American Council on the Teaching of Foreign Languages © 2012
Major Levels
NOVICE
INTERMEDIATE
ADVANCED
SUPERIOR
American Council on the Teaching of Foreign Languages © 2012
Levels Are Defined by Tasks
Can communicate minimally with
formulaic and rote utterance, lists
and phrases
NOVICE
INTERMEDIATE
ADVANCED
SUPERIOR
American Council on the Teaching of Foreign Languages © 2012
Levels Are Defined by Tasks
Can communicate minimally with
formulaic and rote utterance, lists
and phrases
Can create with language, ask
and answer simple questions on
familiar topics, and handle a
simple situation or transaction
NOVICE
INTERMEDIATE
ADVANCED
SUPERIOR
American Council on the Teaching of Foreign Languages © 2012
Levels Are Defined by Tasks
Can communicate minimally with
formulaic and rote utterance, lists
and phrases
Can create with language, ask
and answer simple questions on
familiar topics, and handle a
simple situation or transaction
Can narrate and describe in all
major time frames and handle a
situation with a complication
NOVICE
INTERMEDIATE
ADVANCED
SUPERIOR
American Council on the Teaching of Foreign Languages © 2012
Levels Are Defined by Tasks
Can communicate minimally with
formulaic and rote utterance, lists
and phrases
Can create with language, ask
and answer simple questions on
familiar topics, and handle a
simple situation or transaction
Can narrate and describe in all
major time frames and handle a
situation with a complication
Can support opinion,
hypothesize, discuss topics
concretely and abstractly, and
handle a linguistically unfamiliar
situation.
NOVICE
INTERMEDIATE
ADVANCED
SUPERIOR
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Contexts and Content Areas Expand
Novice
self
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Contexts and Content Areas Expand
Intermediate
self
daily life
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Advanced
self
daily life
community
Contexts and Content Areas Expand
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Contexts and Content Areas Expand
Superior
self
daily life
community
the world
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Quantity and Organization
of Language Expands
• Isolated words
• Words and phrases
• Discrete sentences
• Strings of sentences
• Connected sentences
• Single paragraphs
• Multiple paragraphs
• Extended cogent discourse
American Council on the Teaching of Foreign Languages © 2012
Expectations for Accuracy Expand
� By the level of precision needed to convey the message successfully� On a continuum of structural control
� By the type of interlocutor who is able to understand the speaker� On a continuum of empathy
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Assessment Criteria-Speaking
Proficiency
Level
Global Tasks and
FunctionsContext/ Content
Accuracy/
ComprehensibilityText Type
Superior
Discuss topics extensively,
supports opinions and
hypothesize. Deal with a
linguistically unfamiliar
situation.
Most formal and informal
settings/
Wide range of general
interest topics and some
special fields of interest
and expertise
No pattern of errors in basic
structures. Errors virtually never
interfere with communication or
distract the native speaker from the
message
Extended
discourse
AdvancedNarrate and describe in major
time frames and deal effectively
with unanticipated complication.
Most informal and some
formal settings/
Topics of personal and
general interest
Understood without difficulty by
speakers unaccustomed to dealing
with non-native speakers
Paragraphs
Intermediate
Create with language, initiate,
maintain, and bring to a close
simple conversations by asking
and responding to simple
questions.
Some informal settings
and limited number of
transactional situations/
Predictable, familiar
topics related to daily
activities.
Understood, with some repetition, by
speakers accustomed to dealing with
non-native speakers.
Discrete
sentences
NoviceCommunicate minimally with
formulaic and rote utterances, list
and phrases.
Most common informal
settings/
Most common aspects of
daily life.
May be difficult to understand, even
for speaker accustomed to dealing
with non-native speakers
Individual
words and
phrases
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© 2012
What is the ACTFL Rating Scale?
ACTFL Rating Scale
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17
ACTFL Scale
N
Int
Advanced
Superior
Moving upward is
increasingly
difficult.
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How Long Does it Take?
American Council on the Teaching of Foreign Languages © 2012
Ask these questions
• What are the routine tasks that need to be
performed? Are there non-routine tasks?
• What content knowledge is needed to perform
the task?
• What is the context/situation of the task?
• Who is the targeted listener?
• What is the impact of miscommunication?
• How well does the employee need to
speak/write in order to perform task successfully
in the language?
Language Task Analysis
Designed in 1998 with group of IO psychologists and
language proficiency experts:
• A standard procedure
• to identify the language proficiency level required to perform job-
related communication tasks in a target language
• to establish a minimum proficiency requirement in the target
language for that position
• Proficiency requirements establish clear language
training goals and identify specific “training gaps”
American Council on the Teaching of Foreign Languages © 2012
Input Collected from SME’s
• Job Description for the position (HR)
• LTI Task Analysis Survey
• Review of ACTFL Rating Descriptions
• Review of samples of speech or writing at different levels
of proficiency
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Task Analysis Survey
Based on ACTFL Guidelines
Addresses the proficiency assessment criteria:
• Types of Communication Tasks
• Contexts and Situations
• Interlocutor and audience
• Range of Content
• Accuracy and precision
• Degree of elaboration and type of discourse
American Council on the Teaching of Foreign Languages © 2012
1. How would you describe you familiarity with the actual communication tasks involved in this bilingual position?
Answer Response %
Familiar 5 83%
Somewhat Familiar 0 0%
Neither Familiar nor Unfamiliar 1 17%
Somewhat Unfamiliar 0 0%
Unfamiliar 0 0%
Question English Other Responses
working with
clients/employees?2 5 6
working with colleagues
in other departments?6 1 6
reporting to
management?6 0 6
2. What is the primary language(s) used in this position when…
6. Which statement below best describes the types of situations in which the employee needs to speak the target language?
Answer Response %
Highly predictable, repetitive situations encompassing basic courtesy situations, such as
directing telephone calls, greeting people, offering coffee, escorting the client/employees to an
office, taking a brief message, etc.
0 0%
Familiar routines and predictable situations in the functioning area of the position, such as giving
standardized (scripted) information about products, services, policies or procedures, taking
orders, arranging for payment, expediting set routines and procedures, etc.
2 40%
Routine and non-routine or unfamiliar situations for which there is the need for the employee to
spontaneously adjust and create responses in the target language to respond to a unique
circumstance or question. For example: making specific recommendations of possible
alternatives; giving detailed explanations and precise descriptions of services, terms,
procedures and policies beyond the standardized (scripted) or published information; resolving
any client/employee problem; justifying a policy or procedure, etc.
3 60%
Routine and non-routine situations (see option above), as well as highly unpredictable situations.
Examples are: negotiating terms and conditions for business transactions; counseling clients or
employees on subjects or issues beyond the immediate scope of the company's products and
services; being a member of target language-speaking business group in the community as a
representative of the company where issues of common business and community concern are
discussed; giving seminars or presentations to groups of prospective clients, employees or
professional groups; being interviewed on a target language-speaking radio station regarding
the company or any other issue as an employee of your company, etc.
0 0%
9. What are the most frequent communication tasks?10. What communication tasks must the employee be able to handle effectively in the target language?
Ask and answer simple routine questions (name, address, account number, etc.). 5 100%
Describe products, services and procedures. 5 100%
Convey information and details about situations or actions that have happened, are happening,
and will happen in the future.5 100%
Resolve misunderstandings and problem situations. 5 100%
Discuss issues and services in broad, general terms, as well as concrete, individual terms. 5 100%
Make recommendations. 5 100%
Persuade by detailing product or service information, stating a point of view, offering justification
through supporting information, or contrasting analysis (pros/cons) of a product.1 20%
Explain, justify and defend a decision, policy, or procedure. 5 100%
Speculate about probably causes, influencing factors and/or outcomes. 2 40%
Given certain conditions, hypothesize about possible outcomes or influencing factors. 2 40%
Negotiate terms of an agreement. 2 40%
Give expert or professional consultation and advice. 2 40%
Lecture or present to groups of people. 0 0%
11. Please list the topics and issues the employee should be able to discuss in the target language?
12. When discussing these topics the employee needs to be able to provide:
Very basic, general information in brief terms. 0 0%
Some detailed information, as well as basic general information. 1 20%
Very detailed information, explanations and elaboration if needed. 4 80%
The employee may speak hesitantly or with frequent self-corrections and exhibit many
inaccuracies in pronunciation, grammar and/or vocabulary which lead to requests for
repetition or miscommunication. The person with whom the employee is speaking may
need to simplify their questioning to a level which can be handled by the employee and/or
make clarifying statements that the employee can confirm with a “yes” or “no” in order to
insure accurate communication.
0 0%
The employee may have an accent and make some grammatical or vocabulary errors, but
he or she is generally understood without difficulty. S/he gives simple and basic
information about familiar topics effectively, but may make more frequent grammatical or
vocabulary errors when attempting to elaborate at length or deal with an unfamiliar
situation. This may cause his/her message to be harder to understand. However, the
employee is always able to explain things that are misunderstood by giving simpler
descriptions of what they mean.
3 60%
The employee is understood without difficulty, even though they may have a slight accent
and make occasional, inconsequential grammatical and vocabulary errors that do not
affect the overall or subtle meaning or intent of the message being conveyed.
2 40%
Accent should be negligible and errors so rare that they are rarely noticed by the listener. 0 0%
13. How important is target language pronunciation and grammatical accuracy? Please indicate lowest possible level.
The employee does not need to be concerned with correct target language
cultural protocol, what is important is conveying the basic message.0 0%
It is important that the employee be socially courteous in his or her use of the
target language and exhibit some mastery of the most common, culturally
accepted references (the use of correct titles based upon marital, educational
and professional status), formal speech, and idiomatic expressions.
4 80%
The employee should show appropriate, culturally acceptable use of the
target language over a broad range of circumstances, exhibiting much
mastery of idiomatic phrases, register (formal versus informal pronouns) and
cultural references (the correct use of titles based upon marital, educational,
social and professional status.)
1 20%
14. In your own words, describe the level of accuracy with which the employee should be able to speak the target language.
15. How important is the target language cultural correctness of the employee’s speech? Choose the most appropriate answer choice.
16. How much non-standard speech in the target language is acceptable?
The target language with a regional dialect, or a mixture of English and the target language
or slang is acceptable.0 0%
Only when the employee does not know a word in standard target language should English
or slang be used to see if listener can understand the term. If the listener does not
understand the term, the employee needs to be able to explain what the word means in
other target language terms in order to convey the message.
2 40%
Only standard target language should be used with target language-speaking clients and
employees and any adjustments should be based on the listeners' knowledge and use of the
target language, and not the employee's use of the language.
3 60%
17. What is the lowest acceptable level of target language vocabulary needed by a new hire?
A narrow range of social, conversational vocabulary. 1 20%
A broad range of conversational vocabulary. 0 0%
A broad range of conversational and some professional vocabulary. 1 20%
A broad range of conversational and professional vocabulary. 3 60%
Extensive and precise conversational and professional vocabulary. 0 0%
Target language 1 20%
Both English and target language 2 40%
English 2 40%
20a. In what language is the training for this position?
20b. Are target language job aides provided for this position?
20c. Please describe the job aides.
Yes 1 20%
No 2 40%
I am the supervisor of people in this position. 0 0%
I either hold or used to hold this position. 3 60%
I train people for this position. 0 0%
Other 2 40%
21. What is your level of experience with this position?
22. How many years of experience do you have with this position?
0 to less than 1 year 0 0%
1 year to less than 2 years 0 0%
2 years to less than 4 years 1 20%
4 years to less than 6 years 1 20%
6 or more years 3 60%
Poor 0 0%
Fair 0 0%
Average 0 0%
Good 1 20%
Excellent 4 80%
23. Rate your knowledge of the duties required of this position.
24. Rate your level of proficiency in the target language.
Beginner 0 0%
Intermediate 0 0%
Advanced 3 60%
Superior 2 40%
Review of Proficiency Descriptors
Each SME
• reads a description of a speaker at each
proficiency level
• states whether that descriptor describes a
person speaking the target language at a
level that would be acceptable to perform the
communication tasks for that position in that
target language
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NOVICE LOW
Can produce a few words and memorized phrases. Needs a sympathetic listener to be understood due to issues of pronunciation or accuracy.
Acceptable 0 0%
Unacceptable 5 0%
Proficiency Level Descriptors
NOVICE MID
Produces mostly individual words and memorized phrases. He or she may be able to construct a few discrete sentences about self
or features of daily life. Needs a sympathetic listener to be understood due to pronunciation and accuracy issues.
Acceptable 0 0%
Unacceptable 5 0%
NOVICE HIGH
Can construct some discrete sentences to talk about self and some common features of
daily life, but speech still breaks down to words, phrases and memorized material at
times. Needs a sympathetic listener to be understood due to pronunciation and accuracy problems.
Acceptable 2 0%
Unacceptable 3 0%
Proficiency Level Descriptors
INTERMEDIATE LOW
Can obtain and give the most basic information about self and common daily activities in simple
terms. Speaks at the sentence level, primarily in the present time. Needs a sympathetic listener to
be understood due to pronunciation and accuracy problems.
Acceptable 1 0%
Unacceptable 4 0%
INTERMEDIATE MID
Can consistently obtain and give basic information about self and daily activities speaking in simple sentences and
strings of simple sentences in present time. Demonstrates some knowledge of other times frames but most often reverts
to present time. Needs a sympathetic listener to be understood due to issues with grammatical accuracy and/or pronunciation.
Acceptable 3 0%
Unacceptable 2 0%
Proficiency Level Descriptors
INTERMEDIATE HIGH
Can consistently obtain and give basic information about self and familiar routine activities speaking in strings of
sentences and short paragraphs. Speaker is also able to describe and explain in all time frames most of the time, but not
all of the time. When speaking simply can be understood by most native speakers although basic grammatical, lexical and/pronunciation errors are evident.
Acceptable 4 0%
Unacceptable 1 0%
ADVANCED LOW
Can describe and explain in all time frames in most informal and some formal situations across a variety of familiar
topics. Has developed strategies for compensating for words or forms that they do not know in the target language. The
discourse produced is typically a cohesive paragraph in length. Although grammatical, lexical and pronunciation errors are evident, they speak with enough accuracy to be understood by any native speaker of the target language.
Acceptable 3 0%
Unacceptable 2 0%
Proficiency Level Descriptors
ADVANCED MID
Can explain and describe across a broad range of concrete topics with much detail and accuracy in all informal and some
formal situations. Explanations and descriptions are a paragraph or more in length. When attempting more complex or
formal communication tasks such as persuasion, overcoming objections or hypothesizing about possible conditions and
outcomes on familiar topics, shows limitations in grammatical accuracy, lexicon and precision of discourse. Some speakers may avoid these tasks by giving simple, short explanations.
Acceptable 4 0%
Unacceptable 1 0%
ADVANCED HIGH
Can engage in a broad range of informal and formal situations speaking with much precision and accuracy when describing and
explaining. Exhibits some ability to engage in more complex or formal communication tasks such as persuasion, overcoming
objections, or hypothesizing about possible conditions and outcomes. This speaker can produce paragraph length or multiple
paragraph length discourse even when engaged in more formal or complex communication tasks. Speaks with a high degree of
accuracy with few patterns of error (grammatical, lexical, sociolinguistic, etc.)
Acceptable 5 0%
Unacceptable 0 0%
Proficiency Level Descriptors
SUPERIOR
Can engage in all informal and formal situations speaking with precision and accuracy when describing and explaining. Can
engage in more complex or formal communication tasks such as persuasion, overcoming objections, speculating or hypothesizing
about possible conditions and outcomes very effectively. This speaker can produce cohesive and detailed discourse of multiple
paragraphs, even when engaged in more formal or complex communication tasks. Speech exhibits no patterns of error
(grammatical, lexical, sociolinguistic, etc.). If errors occur, they are rarely noticed by nor disturb a native speaker.
Acceptable 5 0%
Unacceptable 0 0%
Review of Samples
Each SME • listens to (or reads) samples at different levels of
proficiency
• states whether the proficiency demonstrated by the
speaker (writer) would be acceptable for the
communication tasks needed to be performed in the
target language on the job
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American Council on the Teaching of Foreign
Languages © 2012
Data Analysis and Report
• Data from SME is collected and tabulated
• Analysts are looking for the levels that SMEs find
acceptable whether they are
– describing the range of tasks and performance of those tasks
– reading a description of the performance of those task
– listening to speakers
– reading written samples of writing at different levels of
proficiency
American Council on the Teaching of Foreign Languages © 2012
ACTFL Level
USGov
Language Functions
Corresponding Professions/Positions Examples of Who Is Likely to Function at the Level?
Distinguished
5
4
Ability to tailor language
to specific audience,
persuade, negotiate.
Deal with nuance and
subtlety.
• Diplomat, Contract Negotiator, International Specialist,
Translator/Interpreter, Intelligence Specialist
• Highly articulate, professionally
specialized native speakers;
• L2 learners with extended (17
years) and current professional
and/or educational experience in
the target culture
Superior 3
Discuss topics
extensively, support
opinions, hypothesize.
Deal with linguistically
unfamiliar situation
• University FL Professor, Business Executive, Lawyer,
Judge, Financial Advisor
• Well-educated native speakers
• Educated L2 learners with
extended professional and/or
educational experience in the
target language environment
Advanced High
Advanced Mid
Advanced Low
2+
2
Narrate and describe in
past, present and future
and deal effectively with
an unanticipated
complication
• Physician, Military Linguist, Senior Consultant, Human
Resources Personnel, Financial Broker, Translation Officer,
Marketing Manager, Communications Consultant.
• Fraud Specialist, Account Executive, Court Stenographer
/Interpreter, Benefits Specialist, Technical Service Agent,
Collection Representative, Estimating Coordinator
• Customer Service Agent, Social Worker, Claims Processor,
K-12 Language Teacher, Police Officer, Maintenance
Administrator, Billing Clerk, Legal Secretary, Legal
Receptionist
• L2 learners with graduate
degrees in language- related area
and extended educational
experience in target environment
• Heritage speakers, informal
learners, non-academic learners
who have significant contact with
language
• Undergraduate language majors
with year-long study abroad
experience
Intermediate High
Intermediate Mid
Intermediate Low
1+
1
Create with language,
initiate, maintain and
bring to a close simple
conversations by asking
and responding to
simple questions
• Auto Inspector, Aviation Personnel, Missionary, Tour guide
• Cashier, Sales clerk (highly predictable contexts)
• Receptionist, Housekeeping Staff.
• Undergraduate language majors
without year-long study abroad
experience.
• L2 learners after 6-8 year
sequences of study (AP, etc.) or
• 4-6 semester college sequence
• L2 learners after 4 year high
school sequence or 2 semester
college sequence
Novice HighNovice MidNovice Low
0+
0
Communicate minimally
with formulaic and rote
utterances, lists and
phrases
• L2 learners after 2 years of high
school language study
Oral Proficiency Levels in the Work World
View the ACTFL Proficiency Guidelines 2012 at http://actflproficiencyguidelines2012.org/
American Council on the Teaching of Foreign Languages © 2012
Caveats
• Different contexts may require different levels of
proficiency to be successful
• Communication tasks for the job determine the level
• Target language culture influences the level
• Language skills are necessary but not always sufficient
• Job training in the target language may be needed for all levels
of speakers
• Industry terminology, product knowledge
Implications for Curriculum
and Assessment in CIBER Programs
• Conduct similar needs analysis with your students and
faculty
• Translate the information into targeted functions that
your students will need for their careers in the business
world
– Determine what is required to get to those levels
– Determine the proficiency “gap”
• This will provide the skeleton for the scope and
sequence of CIBER programs
• Align your program with the ACTFL Guidelines and
Scale
American Council on the Teaching of Foreign Languages © 2012
ACTFL and CIBER
ACTFL Proficiency Guidelines provide a
framework for
• Curricular design
• Learning and teaching
• Assessment
• Formative and Summative
• Diagnostic
• Individual and program
• Official and certified
• Graduation
• Hiring and promotion
American Council on the Teaching of Foreign Languages © 2012
For more information
www.actfl.org
http://actflproficiencyguidelines2012.org
American Council on the Teaching of Foreign Languages © 2012