Provisionally Approved 6/18/02

Language other than English

Level II

RATIONALE:  The advantages of the ability to communicate in a language other than one’s own, which are articulated in the Level I competency, apply to this level as well. The person who develops to this second level in a language other than English gains increasing confidence and satisfaction in the ability to communicate, though still with many frustrations based in the continued lack of fluency.  S/he is capable of informal conversation in topics that s/he is familiar with.  These might include communicating with a neighbor about family matters, with a peer about a political issue, or with a client in an agency regarding needs for assistance, necessary personal history, and directions for further help.  In addition, s/he is able to read and get basic meaning from short documents, such as newspaper articles, letters, passages from books, based on topical areas for which the person has studied the vocabulary.  Finally, s/he is capable of writing brief passages, which, while they may contain errors, will be understood in their essential meaning.

Students who demonstrate the Languages Other Than English competency at a higher level, may also receive credit for Levels I and II.

COMPETENCY:  Can understand written or spoken language sufficiently to engage in interactive conversation, can recognize the intended meaning of a communicator, can write brief passages that reflect this understanding, and can be understood by a fluent speaker in the language in question.

CRITERIA:

1.      Engage successfully in a structured conversation that involves exchanging information and the use of follow-up questions, as necessary, to clarify points made by the conversation partner.

2.      Demonstrate the ability to read and draw the intended meaning from short newspaper articles, letters, or other written communications on familiar themes.

3.      Write clearly enough to demonstrate understanding of the main points of conversations or readings on familiar themes.

STANDARDS:

1.      Ability to use the language at this level will be judged according to the following:

a.       Pronunciation:  An individual whose language of origin is other than English will have few difficulties understanding what sounds are intended by the test taker, even if articulation involves a somewhat distracting accent.

b.      Fluency:  The test taker’s speech may be halting, but major points will be understood by a fluent speaker who is patient and helpful.

c.       Listening comprehension:  The test taker understands well enough to get the gist of sentences that are basic in structure and of short duration. S/he may have substantial difficulties with complex or subtle communication.  The fluent speaker/evaluator may need to slow the rate of speaking, repeat or emphasize words, or search for a simpler way of saying things.

d.      Grammatical Usage:  The test taker understands, and can utilize, a sufficient number of grammatical forms to support conversations of a basic nature, including the forms necessary to ask questions. Verbal and written communication may contain numerous errors or patterns of errors, but the main points will be understandable.

e.       Vocabulary:  The test taker is familiar with frequently used words and basic verb tenses, along with words needed to communicate in topics which have been part of the learning experience of the student.

2.  With regard to the structured conversation:

a.       The theme and specific content of the conversation will be developed by the  evaluator, based on his/her understanding of the context in which the test taker is likely to use the target language. 

b.      The conversation must be conducted entirely in the target language, except that names or titles may be in English.

3.       With regard to the reading exercise:

a.        A bilingual dictionary may be used.

b.       The articles to be read for meaning will be roughly 500 words in length.  Two readings will be given to the test taker to choose from for this part of the evaluation.

c.       The level of complexity will be what would be expected of a newspaper written for a non-elite audience.

d.      Understanding of the main points of the article may be demonstrated either through conversation with the evaluator or written exercise.

4.       With regard to the writing exercise:

a.        A bilingual dictionary may be used.

b.       The test taker will write a brief passage in the designated language about either the reading that was used in Criterion 2 or the structured conversation from Criterion 1.  The writing is expected to capture the main points, but may also include personal opinions or recommendations.

c.       The writing sample may be organized in paragraph form or as a list, but it must demonstrate the test taker’s ability to write at the sentence level.  The overall meaning should be clear to the evaluator, even if the writing contains numerous grammatical or lexical errors.

EXAMPLES OF DEMONSTRATION:

1.      Prior Learning:  A student is a native or fluent speaker of the language for which s/he is seeking evaluation.  The student makes an appointment with an appropriate evaluator and follows the criteria and standards of the competency.  It is suggested, however, that students who are proficient in a language other than English read the CPCS language competency statements and seek evaluation for the highest level they believe they are capable of demonstrating.

2.      Independent Learning: Working with a fluent speaker who agrees to tutor/teach on a regular basis, a student achieves sufficient proficiency to believe s/he can be evaluated at this second level of the set of language competencies.  The student makes an appointment for an interview, and follows the criteria and standards of the competency.

3.      Independent Learning:  A student spends at least a year studying or working in a country where the language s/he is seeking evaluation for is spoken.  The student makes an appointment with an appropriate evaluator and follows the criteria and standards of the competency.

4.      Course:  A student takes a second-semester course in a language at UMass Boston or elsewhere, achieves a grade of C- or better, and transfers the language course as this competency.