ASTM F1562-23
(Guide)Standard Guide for Use-Oriented Foreign Language Instruction
Standard Guide for Use-Oriented Foreign Language Instruction
SIGNIFICANCE AND USE
4.1 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.
4.2 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.
4.3 The following components are addressed:
4.3.1 Needs Analysis—Assists clients and training institutions in determining language needs, setting reasonable objectives and expectations, and selecting appropriate training programs.
4.3.2 Describing Levels of Language Proficiency—Assists students, clients, instructors, and institutions in assessing needs, setting realistic goals, and charting progress toward those goals.
4.3.3 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.
4.3.3.1 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.
4.3.4 Training Program Criteria—Assists students, clients, and institutions in identifying and establishing a use-oriented training program.
4.3.5 Establishing Criteria for Language Instructors—Assists in recruiting, selecting, and retaining instructors.
4.3.6 Supervision of Instructors—Emphasizes the importance of the supervisory role that may be performed by one or more individuals. Assists institutions in establishing...
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.
1.2 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.
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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 − 23
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 some level of student control over time, place, path, or pace, or
a combination thereof, of learning.
1.1 This guide covers identification of the components of a
quality language instructional program and establishes criteria 3.1.4 class(room) hour—50 min of instruction plus a 10-min
for each component. This guide is meant to provide criteria for break.
the minimum standard for a program designed to attain
3.1.5 client—the individual or organization that engages the
specified language proficiency goals.
services of a language training institution.
1.2 This international standard was developed in accor-
3.1.6 computer-adaptive software—software that presents
dance with internationally recognized principles on standard-
materials on the base of demonstrated mastery of previous
ization established in the Decision on Principles for the
material.
Development of International Standards, Guides and Recom-
3.1.7 corpus (plural corpora)—a collection of naturally
mendations issued by the World Trade Organization Technical
occurring language samples compiled as written texts or as a
Barriers to Trade (TBT) Committee.
transcription of recorded speech stored electronically.
3.1.8 concordance—a listing of each occurrence of a word,
2. Referenced Documents
2 phrase, expression or pattern in corpus, presented with the
2.1 ASTM Standards:
contexts in which they appear.
F3130 Practice for Language Service Companies
3.1.9 curriculum plan—a plan that serves as a framework
for the design and implementation of instruction.
3. Terminology
3.1.10 e-learning (electronic learning)—a learning platform
3.1 Definitions of Terms Specific to This Standard:
that includes all forms of electronically supported, computer-
3.1.1 asynchronous learning—learning in which communi-
and network-enabled learning and teaching. E-learning appli-
cation exchanges between instructors or learners, or both,
cations and processes include web-based learning, computer-
occur with a short or long time delay. Learners can access the
based learning, virtual education opportunities and digital
information transmitted from one person to another at any
collaboration. Content is delivered via the Internet, intranet/
time. Exchanges may occur via email, blogs, message boards,
extranet, audio or video, satellite TV, and CD-ROM. It can be
podcasts, etc.
self-paced or instructor-led and includes media in the form of
3.1.2 authentic language material—material produced by
3
text, image, animation, streaming video, and audio.
native speakers for native speakers for nonlanguage training
3.1.11 fluency, n—the ability to speak or write a language
purposes.
easily, well, and quickly.
3.1.3 blended learning—an instructional approach designed
to optimize learning outcomes. It is an integrated approach that 3.1.12 formative assessment—a range of formal and infor-
combines to varying degrees face-to-face instructor-facilitated mal assessment procedures employed during the learning
learning with e-learning activities and resources that allow
process in order to modify teaching and learning activities to
4
improve student attainment.
3.1.13 institution—the organization that provides language
1
This guide is under the jurisdiction of ASTM Committee F43 on Language training.
Services and Products and is the direct responsibility of Subcommittee F43.02 on
3.1.14 intensive—at least 4 h per day, 5 days per week.
Foreign Language Instruction.
Current edition approved Nov. 1, 2023. Published December 2023. Originally
approved in 1995. Last previous edition approved in 2014 as F1562 – 14. DOI:
10.1520/F1562-23.
2 3
For referenced ASTM standards, visit the ASTM website, www.astm.org, or See http://en.wikipedia.org/wiki/E-learning.
4
contact ASTM Customer Service at service@astm.org. For Annual Book of ASTM Huhta, Ari, “Diagnostic and Formative Assessment,” in Spolsky, Bernard, and
Standards volume information, refer to the standard’s Document Summary page on Hult, F. M., The Handbook of Educational Linguistics, Oxford, UK: Blackwell,
the ASTM website. 2010, pp. 469–482.
Copyright © ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959. United States
1
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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 − 14 F1562 − 23
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.
1.2 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.
2. Referenced Documents
2
2.1 ASTM Standards:
F3130 Practice for Language Service Companies
3. Terminology
3.1 Definitions of Terms Specific to This Standard:
3.1.1 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.
3.1.2 authentic language material—material produced by native speakers for native speakers for nonlanguage training purposes.
3.1.3 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.
3.1.4 class(room) hour—50 min of instruction plus a 10-min break.
3.1.5 client—the individual or organization that engages the services of a language training institution.
3.1.6 computer-adaptive software—software that presents materials on the base of demonstrated mastery of previous material.
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 Jan. 15, 2014Nov. 1, 2023. Published March 2014December 2023. Originally approved in 1995. Last previous edition approved in 20052014
as F1562 – 95 (2005).F1562 – 14. DOI: 10.1520/F1562-14.10.1520/F1562-23.
2
For referenced ASTM standards, visit the ASTM website, www.astm.org, or contact ASTM Customer Service at service@astm.org. For Annual Book of ASTM Standards
volume information, refer to the standard’s Document Summary page on the ASTM website.
Copyright © ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959. United States
1
---------------------- Page: 1 ----------------------
F1562 − 23
3.1.7 corpus (plural corpora)—a collection of naturally occurring language samples compiled as written texts or as a transcription
of recorded speech stored electronically.
3.1.8 concordance—a listing of each occurrence of a word, phrase, expression or pattern in corpus, presented with the contexts
in which they appear.
3.1.9 curriculum plan—a plan that serves as a framework for the design and implementation of instruction.
3.1.10 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-basedweb-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,
3
animation, streaming video, and audio.
3.1.11 fluency, n—the ability to speak or write a language easily, well, and quickly.
3.1.12 formative assessment—a range of formal and informal assessment procedures employed during the learning process in
4
order to modify teaching and learning activities to improve student attainment.
3.1.13 institution—the organization that provides language training.
3.1.14 intensive—at least 4 h per day, 5 days per week.
3.1.15 Lea
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