Competencies in Languages Phase I

Statement of Competencies in Languages Other Than English Expected of Entering Freshman—Phase I: French, German, Spanish

December 1986

"Statement of Competencies in Languages Other Than English Expected of Entering Freshman—Phase I: French, German, Spanish" (December 1986) communicates the increasing need in California for young people to learn and cultivate skills in languages other than English as well as directing attention to assessing these skills.

Further, the document includes samples test questions or exercises that can be used to measure each competency for each language (French, German and Spanish) and frequently provides examples for each level of competency. The document begins by addressing Comprehension as a competency, defined as the ability to use the receptive skills (listening, watching and reading) to understand language in context. Comprehension is further broken down both into listening and reading, and there are several examples of how to measure each competency. Then the document addresses Production, which is comprised of speaking and writing. While noting that most students will likely have a more sophisticated level of Comprehension than of Production, the document takes great efforts to define what each level of Production should look like for students. The document also addresses Cultural Awareness and devotes a portion to explaining to faculty members why cultural awareness can be such an important language acquisition. Just as with the other competencies, the faculty are provided with specific guides to help them determine how to best get their students to meet goals. However, since this is a more abstract concept and cannot be as easily measured with a test or exercise, these guides are more closely akin to rubrics than anything else. Similarly, Vocabulary Control and Language Accuracy also have outcome based examples to guide faculty rather than test questions or exercise scenarios.

Click here to download the full version in PDF.