ASTM F1562-14

Standard Guide for Use-Oriented Foreign Language Instruction

SIGNIFICANCE AND USE
3.1 This guide is intended to serve institutions for the development of instructional programs as well as to serve potential clients and students in the selection of a training program to meet their needs.  
3.2 It may not be possible for a specific program to meet all of the components of the standard for every language. If the standard cannot be met for a given language, the institution will clearly inform the client and the student of that fact.  
3.3 The following components are addressed:  
3.3.1 Needs Analysis—Assists clients and training institutions in determining language needs, setting reasonable objectives and expectations, and selecting appropriate training programs.  
3.3.2 Describing Levels of Language Proficiency—Assists students, clients, instructors, and institutions in assessing needs, setting realistic goals, and charting progress toward those goals.  
3.3.3 Explicitness and Reasonableness of Language Outcome Expectations—Assists in determining an individual's need for training to increase proficiency. Determines the estimated number of classroom hours required to meet an identified proficiency objective. Assists in determining the suitability of an institution to provide appropriate instruction.
3.3.3.1 These guidelines are not intended to be absolute. Individual cases may be influenced by a number of factors, including: individual language learning ability, prior language experience, native language, attendance, motivation, homework, exposure and reinforcement outside the classroom, and individual learning style.  
3.3.4 Training Program Criteria—Assists students, clients, and institutions in identifying and establishing a use-oriented training program.  
3.3.5 Establishing Criteria for Language Instructors—Assists in recruiting, selecting, and retaining instructors.  
3.3.6 Supervision of Instructors—Emphasizes the importance of the supervisory role that may be performed by one or more individuals. Assists institutions in establish...
SCOPE
1.1 This guide covers identification of the components of a quality language instructional program and establishes criteria for each component. This guide is meant to provide criteria for the minimum standard for a program designed to attain specified language proficiency goals.

General Information

• Status: Historical
• Publication Date: 14-Jan-2014
• ICS: 03.180 - Education
• Technical Committee: F43 - Language Services and Products
• Drafting Committee: F43.02 - Foreign Language Instruction

Relations

• Replaces: ASTM F1562-95(2005) - Standard Guide for Use-Oriented Foreign Language Instruction
• Effective Date: 15-Jan-2014
• Referred By: ASTM F2889-11(2020) - Standard Practice for Assessing Language Proficiency
• Effective Date: 15-Jan-2014
• Referred By: ASTM F3130-18 - Standard Practice for Language Service Companies
• Effective Date: 15-Jan-2014

Standards Content (Sample)

This international standard was developed in accordance with internationally recognized principles on standardization established in the Decision on Principles for the
Development of International Standards, Guides and Recommendations issued by the World Trade Organization Technical Barriers to Trade (TBT) Committee.
Designation: F1562 − 14
Standard Guide for
1
Use-Oriented Foreign Language Instruction
This standard is issued under the fixed designation F1562; the number immediately following the designation indicates the year of
original adoption or, in the case of revision, the year of last revision. A number in parentheses indicates the year of last reapproval. A
superscript epsilon (´) indicates an editorial change since the last revision or reapproval.
1. Scope 2.1.8 concordance—a listing of each occurrence of a word,
phrase, expression or pattern in corpus, presented with the
1.1 This guide covers identification of the components of a
contexts in which they appear.
quality language instructional program and establishes criteria
2.1.9 curriculum plan—a plan that serves as a framework
for each component. This guide is meant to provide criteria for
for the design and implementation of instruction.
the minimum standard for a program designed to attain
specified language proficiency goals.
2.1.10 e-learning (electronic learning)—a learning platform
that includes all forms of electronically supported, computer-
2. Terminology and network-enabled learning and teaching. E-learning appli-
cations and processes include Web-based learning, computer-
2.1 Definitions of Terms Specific to This Standard:
based learning, virtual education opportunities and digital
2.1.1 asynchronous learning—learning in which communi-
collaboration. Content is delivered via the Internet, intranet/
cation exchanges between instructors or learners, or both,
extranet, audio or video, satellite TV, and CD-ROM. It can be
occur with a short or long time delay. Learners can access the
self-paced or instructor-led and includes media in the form of
information transmitted from one person to another at any
2
text, image, animation, streaming video and audio.
time. Exchanges may occur via email, blogs, message boards,
2.1.11 formative assessment—a range of formal and infor-
podcasts, etc.
mal assessment procedures employed during the learning
2.1.2 authentic language material—material produced by
process in order to modify teaching and learning activities to
native speakers for native speakers for nonlanguage training
3
improve student attainment.
purposes.
2.1.12 institution—the organization that provides language
2.1.3 blended learning—an instructional approach designed
training.
to optimize learning outcomes. It is an integrated approach that
2.1.13 intensive—at least 4 h per day, 5 days per week.
combines to varying degrees face-to-face instructor-facilitated
learning with e-learning activities and resources that allow 2.1.14 Learning Management System (LMS)—a technology
platform through which students access online learning mate-
some level of student control over time, place, path, or pace, or
a combination thereof, of learning. rials and courses. An LMS generally includes software for
creating and editing course content, communication tools,
2.1.4 class(room)hour—50minofinstructionplusa10-min
assessment tools, and other features for managing the course
break.
4
and tracking student progress.
2.1.5 client—the individual or organization that engages the
2.1.15 learning resources—those materials and other
services of a language training institution.
sources of learning that are used in a language program, such
2.1.6 computer-adaptive software—software that presents
as books, software, Web content, etc.
materials on the base of demonstrated mastery of previous
2.1.16 proficiency—ability to use language skill(s).
material.
2.1.17 program—a system of instruction.
2.1.7 corpus (plural corpora)—a collection of naturally
2.1.18 progress—change in language skill(s) over time.
occurring language samples compiled as written texts or as a
2.1.19 quality—consistent in meeting or exceeding client
transcription of recorded speech stored electronically.
expectations.
1 2
This guide is under the jurisdiction of ASTM Committee F43 on Language See http://en.wikipedia.org/wiki/E-learning.
3
Services and Products and is the direct responsibility of Subcommittee F43.02 on Huhta, Ari, “Diagnostic and Formative Assessment,” in Spolsky, Bernard, and
Foreign Language Instruction. Hult, F. M., The Handbook of Educational Linguistics, Oxford, UK: Blackwell,
Current edition approved Jan. 15, 2014. Published March 2014. Originally 2010, pp. 469–482.
4
approved in 1995. Last previous edition approved in 2005 as F1562 – 95 (2005). Northwest Educational Technology Consortium, in iNACOL at http://
DOI: 10.1520/F1562-14. www.inacol.org/research/docs/iNACOL_DefinitionsProject.pdf, 2005.
Copyright © ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428
...

This document is not an ASTM standard and is intended only to provide the user of an ASTM standard an indication of what changes have been made to the previous version. Because
it may not be technically possible to adequately depict all changes accurately, ASTM recommends that users consult prior editions as appropriate. In all cases only the current version
of the standard as published by ASTM is to be considered the official document.
Designation: F1562 − 95 (Reapproved 2005) F1562 − 14
Standard Guide for
1
Use-Oriented Foreign Language Instruction
This standard is issued under the fixed designation F1562; the number immediately following the designation indicates the year of
original adoption or, in the case of revision, the year of last revision. A number in parentheses indicates the year of last reapproval. A
superscript epsilon (´) indicates an editorial change since the last revision or reapproval.
1. Scope
1.1 This guide covers identification of the components of a quality language instructional program and establishes criteria for
each component. This guide is meant to provide criteria for the minimum standard for a program designed to attain specified
language proficiency goals.
2. Terminology
2.1 Definitions of Terms Specific to This Standard:
2.1.1 asynchronous learning—learning in which communication exchanges between instructors or learners, or both, occur with
a short or long time delay. Learners can access the information transmitted from one person to another at any time. Exchanges may
occur via email, blogs, message boards, podcasts, etc.
2.1.2 authentic language material—material produced by native speakers for native speakers for nonlanguage training purposes.
2.1.3 blended learning—an instructional approach designed to optimize learning outcomes. It is an integrated approach that
combines to varying degrees face-to-face instructor-facilitated learning with e-learning activities and resources that allow some
level of student control over time, place, path, or pace, or a combination thereof, of learning.
2.1.4 class(room) hour—50 min of instruction plus a 10-min break.
2.1.5 client—the individual or organization that engages the services of a language training institution.
2.1.6 computer-adaptive software—software that presents materials on the base of demonstrated mastery of previous material.
2.1.7 corpus (plural corpora)—a collection of naturally occurring language samples compiled as written texts or as a
transcription of recorded speech stored electronically.
2.1.8 concordance—a listing of each occurrence of a word, phrase, expression or pattern in corpus, presented with the contexts
in which they appear.
2.1.9 curriculum plan—a plan that serves as a framework for the design and implementation of instruction.
2.1.10 e-learning (electronic learning)—a learning platform that includes all forms of electronically supported, computer- and
network-enabled learning and teaching. E-learning applications and processes include Web-based learning, computer-based
learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or
video, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation,
2
streaming video and audio.
2.1.11 formative assessment—a range of formal and informal assessment procedures employed during the learning process in
3
order to modify teaching and learning activities to improve student attainment.
2.1.12 institution—the organization that provides language training.
2.1.13 intensive—at least 4 h per day, 5 days per week.
1
This guide is under the jurisdiction of ASTM Committee F43 on Language Services and Products and is the direct responsibility of Subcommittee F43.02 on Foreign
Language Instruction.
Current edition approved Aug. 15, 2005Jan. 15, 2014. Published August 2005March 2014. Originally approved in 1995. Last previous edition approved in 19992005 as
F1562 – 95 (1999).(2005). DOI: 10.1520/F1562-95R05.10.1520/F1562-14.
2
See http://en.wikipedia.org/wiki/E-learning.
3
Huhta, Ari, “Diagnostic and Formative Assessment,” in Spolsky, Bernard, and Hult, F. M., The Handbook of Educational Linguistics, Oxford, UK: Blackwell, 2010, pp.
469–482.
Copyright © ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959. United States
1

---------------------- Page: 1 ----------------------
F1562 − 14
2.1.14 Learning Management System (LMS)—a technology platform through which students access online learning materials
and courses. An LMS generally includes software for creating and editing course content, communication tools, assessment tools,
4
and other features for managing the course and tracking student progress.
2.1.15 learning resources—those materials and other sources of learning that are used in a language program, such as books,
software, Web content, etc.
2.1.16 proficiency—ability to use language skill(s).
2.1.
...