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learnina
g n d p r a c r i cien L ot h ea l l t o o . e a lw o . l do l l e l e . i o r . l r . n . d ' a r c pb . - c J b - . . r d e , , o r : q r e
a raDgeof maitersfrolr sltnationalautherricilyto nonlerba1conmuDicalion
to rocabulary and,central10Ihe
wholcshebaDg,
Io grdnmar lhe skeleton
thal holdsevert
thinetogether.
Theplxasei,srr.liordl aidsaho inchdes
the nseofcomputersand interaclivevideo,andma.y of
with tninire in oralproficieDcy
ourcollcagues
teslingare
dryisincproficiencybased!rogramsfor theirstudenl|'

theoreticalsinds we rel ou. sailsto. \re fird ihai rhe

.riteria for sludenlpe.forma.ceare the lame and a.e
rhosedetailedin the ACTFL Ptoritic,ha!Ptolicicnc!
G delir.r. (l\'1rremarksdeal nainly with oral proli
ciencr becauseiI has so far beenrhe nosr exrensilely
taughtand tesred.The guidelinesincludeperformanc
dileria lor readine,$riting, and cuhuralknosledgea!
*ell, skillareasthat areby no meansbeingnegleciedul
the nalionalpushtowardspeaki.gconperence.)
It willbe apparentby noN rhai proficiencyslandards
afeinnneDsely
inipoftantto progrm dselopnrnr, ro rhe
establish'neni
of.easonablesoalsat eachslasein an eD
\Vecandcsiencoufses
tirc curriculuDr.
1olil lhe perfor
mance exidelin$, and ile should lel studentskro$
cxactlywhatwcaEdoing at ail times.Thusve miehrtell
second-year
studentsoiF.nch or lhird ycarstudcnrsof
Russjan:"Raihcr ihan jun coveringchaprers? l2 ths
tcrm,you'llbc practicingexpressine
facts,eivingin(ruc
tions, .lescribine.reportins. and rcllinc about past,
p.csent.and fuiurc aclivities.You'lllcarn to talk about
) o . r ' a m r ' ,) o . r . n r e . e. .. o r ( . r . \ e l d n l . o " 1 . 1
sucha {ay thrt you areunderstoodby a nalivespeaker
noL used to dealingwilh foreisners.Thafs ievcl 2,
-A.CTFLETS Advanced,nol far from {hat dre average
5enio.lansuasemajor aitainsin this couniryaftcr four

Havins addfe$edsix of ThotnasCoopefs.on.efrs,

lct mc norvturn to testiDg
ands alualio!,language
l."anr
n t r t , r r . p o g J r . J - , c l o p r r - . , .d , i " ) , p r o 1 ' o. C
and maintailiDgiDtefenin fofeignlatretrage
studlrIn a
\c.y rcalscnse,
icstingand cvaluarionarcthc mon vital
pan oithc proficicnqmolemcDi.Olcoursc.thc.caltcsrs
lie i. on'sirepe.fornance.but wecansaythat o.allesrs
in schoolor collegcprovidcstudcntsaDcxcellcnireason
to st!dtr assuming
rhargradesarassigned
accordingly.
A s \ ! eo b s e r v e o l earn d o ! rs, L u d e nnLu5d ys h a t * i l l b e
testedand tendnor to srudyshaLsill not be Fsted.I
"\vhar sillbe on ihe tesi?"
an$\rr lo lheelernalqueslion
Iheyshouldhear,"EveryLhine" forlheproli.ienc! rar'
hgs areelobal, ard everyaspectof ar examinee's
lan
e , r s. e . o r r j b ' r e , o : . o F r E i g . B . e e . . ^ r .
sludenrsaho qui.kly seerl'aLeverybiLo I thcjr classvork
' , e . r ir ' , o 1
" . T p r o . p r h p ei r, n - - b r n . . e . w r .
I t r ' r " " c d r. u r d l e h u l o u , l ' e e l ' a \ e b e e l i - L
d
'
. J ^ . o - 1 - p.essiveresulrs.ln the tall oi I984 Earl Rickerson
.
. o . n b i r eq i l ' 1 1 "
r-_ o J inq
tegrative,prciselydelined,and inre.naiionallyrecos described
a curiculum tor M andarinChinesedvelopd
guidelines
Dizeds.ale.theyirloh themselvseagerlyincla!!roon in 1974accordingto
loreis. se i.e proficiency
rvork but only if!. do ouf job.
and i'rtendedfor useby all US sovernnrerragencies.
Ir
The cxtcnsivcuse of sirnationalteachiDeir the was.he says,"an attemptIo usethe proficiencldefini
proiicicncybasedcla$room shouldnot be undefstood liors a! a serof behavioralobjectilcs,a serof spccific
to mear rhargrammarisar allneelecLed.
I rienrio. this . " r " C a \ \ .
o ed'ure''e....."o'(ah.nl
because
objedionsIo Ieachingfuncrionsandnotions,or o I p . n , pi n . L 2 0r . i i k e , . . n r e a md e . i J e dr o i Iea.hinccomnunicariveconpeLence,
roo often call !o r r o d u . e a l l n e * n a ! r i a l - g . a n n a . , v o c a b u l a r t ,
mind sratnrlara.eni. clasfoons in which srudents syntd by tapesard workbook!in order to allow llLIearna quick iix me&rzarr you Janesorl of languaee teachermoreffeedomIo stimulatecommunicationand
that srccrsthemtoqarda deadend,a temiDalprolilerlial to morilor srudentoulpul FigureI shoNshos Ricker
virtuaily guannteesthat theywill nevef rpassthe ln
son\ teamstrtrctuedthecourse.
Notethatdrecourse.ofe
modulesare araneed nol accordingto grammatical
. c r m , J j " rlce ' d ( o . i r K 1 2 .p e r' d p e . e n" \ o . i , e
High). Proiiciencynrnres lake irno accountnot oDll topicsbut accordinstosilualionsand luncrio.s.Graml u n c t r o n a n d c o n l c n t b u t a h o a c c u r a c y . t h e g E m m amar
t i c aisl introducedasit is relevanlIolhesefunclions,not
thjrd leg*ilhout whichIhc syslemsimplycaDnorstand. r i c e! e s a . T h ec o u 6 e a i m a
s r a p r o f i c i e n cl e
yrelolAdEachlevelofihe proilcicDc,!
rca1c
isrhusflrmlys'ppoled ranced (lLR 2). Nos, Ihis was done alreadyin 1974.
by an a.ri!e, functional knowledgeoferamhar riLhout whe.e w.ethe.es! ol us in 1974?
{hich no furrherrealpro-qress
in languaselarninstakes
Another excitineqample of the creativeuse of tlie
proliciencyguidelines
is Isabelle
Krplant Irnch conve.
Here,ofcouse, $r areapproaching
rheory:Do {e sdsalion pro8rani at Northwestern.Kaplar stresses
the
ply llood th classroom
wirh realllngxase,rrtrstinsdrat primacyollhe orderin whichlanguaeeskillsarelausht,
t h c s t u d c n t s s iilbl l l o r v t h e w a y s o f t h e s r r u c t urM
i gl lht notingthat ropicsofeqtralliDgtristic
difficultycanbedstous(Krashen)?
Or, rcalizinewith TheodofcHiegsald c - . . c d J d ' j e ' . c r i r n e t. o r e \ d r p l e , , ' r i l i / ai o ' , b r , '
' 1 . d i B 1 p . I d d r t J c t e r c l o . l r ( . n d o h e e - ns5French,art hislory,Wenedrot progress
from short
nior year! havebenexposedin the classroomto lhc sto.ies!o cultureto plays!o noleh, bul we mustahvays
p.oslessfronrd*ribin-q, inquirirs,andnaratjnetopcf
e q l : \ c l e 1 t o r ' . r e ,d i o ) d a \ ' : b r o c J l.o \ , n b i n
tain rigo.ousgrarnnarirainins rvilhin a highly contex- suading,hypothesizing,
and negotiating.Programsthni
l u a l i z e da n d p e s o n a l i z e de . v i r o n m e n l ?W h a t e v e r J c m a n d- b ' r J c r h o . e l b r r l e g i e . r' . t o l n d a i o n . i
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