Provisionally Approved 6/26/02
Language other than English
Level III
RATIONALE: The advantages of the ability to communicate in a language
other than one’s own, articulated in the Level I competency, apply to this
level, as well.The person who develops this third level in a language other
than English has an emerging sense of self-sufficiency in the selected language.
While there may well be continuing difficulties with more complex vocabulary
and grammatical forms, his/her flow of conversation on a range of topics should
demonstrate more fluency and precision than would be possible at the previous
level. S/he is able to read for meaning the kinds of documents and articles
normally used in educational and work settings, provided that the subject
matter and vocabulary are relatively familiar. Finally, s/he can write straightforward
prose for a range of purposes: memos, letters, summaries of readings, etc.,
with the aid of a bilingual dictionary. The expectation at this level is that
the person will be relatively proficient in conversational abilities. That
is, s/he will get and convey meaning in the spoken language sufficient to
engage a topic or to name and address a problem. Clarifying questions may
be needed to bridge vocabulary, grammar or accent difficulties, but the questions
will be understood and will further the exploration of the topic. Reading
and writing for meaning and clarity of expression will likewise show a higher
level of proficiency than the previous level. That is, the person evaluated
will be expected to read and write at a level that shows linguistic competence
in an educational and/or work setting. It should be taken into account that
sophistication or fluency of expression is beyond what is expected—though
some seeking evaluation at this level may well have it.
Students who demonstrate the Languages Other Than English competency at this level may also receive credit for Levels I and II.
COMPETENCY: Can speak, read, and write in a language other than English
at a high-intermediate to advanced level of proficiency.
CRITERIA:
1. Engage in spoken conversation that is intended to explore a theme or address an identified problem.
2. Read and comprehend both main ideas and supporting details of articles, memos, letters, etc.
3. Write clearly enough to convey useful information in a variety of forms such as summaries of readings, memos, or letters.
STANDARDS:
1. Ability to use the language at this level will be judged according to the following:
a. Pronunciation: An accent may well be evident, but the evaluator will have little or no difficulty in understanding what sounds are intended by the test taker.
b. Fluency: Written and verbal expression flows relatively smoothly, with some errors, but not sufficient to impede communication.
c. Listening comprehension: The test taker understands questions and comments well enough to follow a conversation without needing to ask for frequent repetition or clarification. S/he is able to respond appropriately to conversation cues.
d. Grammatical Usage: The test taker is able to understand and utilize most of the standard grammatical forms. S/he uses more complex structures. While errors may appear in spoken and written language, they do not impede communication.
e. Vocabulary: The test taker will have a working vocabulary in several areas that are related to his/her field or interests. Although at this level s/he should be able to use words and idiomatic expressions with greater accuracy, mastery of vocabulary in the given themes is not expected.
f. Spelling: Misspelled words are few and offer no major obstacles to understanding.
2. With regard to the spoken conversation:
a. The theme or themes will be known to the test taker in advance of the conversation, and will be selected from among several (four or more) suggested by the evaluator based on his/her understanding of the test taker’s interests.
b. The conversation must be conducted entirely in the selected language, except that names and titles may be in English.
c. The conversation will be complex enough to involve a range of grammatical forms and vocabulary sufficient to explore a topic and/or address a problem.
3. With regard to the reading exercise:
a. A bilingual dictionary may be used.
b. The materials selected by the evaluator will be challenging at a level suggested by Standard 1 above. Two readings will be given by the evaluator for the test taker to choose from for this part of the evaluation.
c. Understanding of the main points and details of the reading will be demonstrated through conversation with the evaluator and through written exercise.
4. With regard to the writing exercise:
a. A bilingual dictionary may be used.
b. The test taker will write one summary and reaction to the article used in Criterion 2, and will write one free-form letter or memo on a topic agreed to by the evaluator.
c. The length of the two written pieces will be specified by the evaluator.
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.
2. 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.
3. Course: A student takes a high-intermediate or advanced level course in a language at UMass Boston or elsewhere, achieves a grade of C- or better, and transfers the language as this competency.