ASTM F1562-95(2005)
(Guide)Standard Guide for Use-Oriented Foreign Language Instruction
Standard Guide for Use-Oriented Foreign Language Instruction
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.
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Designation:F1562 −95(Reapproved2005)
Standard Guide for
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 standard cannot be met for a given language, the institution
will clearly inform the client and the student of that fact.
1.1 This guide covers identification of the components of a
quality language instructional program and establishes criteria 3.3 The following components are addressed:
for each component. This guide is meant to provide criteria for 3.3.1 Needs Analysis—Assists clients and training institu-
the minimum standard for a program designed to attain tions in determining language needs, setting reasonable objec-
specified language proficiency goals. tives and expectations, and selecting appropriate training
programs.
2. Terminology
3.3.2 Describing Levels of Language Proficiency—Assists
2.1 Definitions of Terms Specific to This Standard:
students, clients, instructors, and institutions in assessing
2.1.1 authentic language material—material produced by needs, setting realistic goals, and charting progress toward
native speakers for native speakers for nonlanguage training
those goals.
purposes. 3.3.3 Explicitness and Reasonableness of Language Out-
come Expectations—Assists in determining an individual’s
2.1.2 class(room) hour—50minofinstructionplusa10-min
need for training to increase proficiency. Determines the
break.
estimated number of classroom hours required to meet an
2.1.3 client—the individual or organization that engages the
identified proficiency objective. Assists in determining the
services of a language training institution.
suitability of an institution to provide appropriate instruction.
2.1.4 institution—the organization that provides language
3.3.3.1 These guidelines are not intended to be absolute.
training.
Individual cases may be influenced by a number of factors,
2.1.5 intensive—at least 4 h per day, 5 days per week. including: individual language learning ability, prior language
experience, native language, attendance, motivation,
2.1.6 proficiency—ability to use language skill(s).
homework, exposure and reinforcement outside the classroom,
2.1.7 program—a system of instruction.
and individual learning style.
2.1.8 progress—change in language skill(s) over time.
3.3.4 Training Program Criteria—Assists students, clients,
and institutions in identifying and establishing a use-oriented
2.1.9 quality—consistent in meeting or exceeding client
training program.
expectations.
3.3.5 Establishing Criteria for Language Instructors—
2.1.10 student—the one who studies the language.
Assists in recruiting, selecting, and retaining instructors.
2.1.11 use-oriented instruction—language instruction di-
3.3.6 Supervision of Instructors—Emphasizes the impor-
rected at satisfying the communication needs of the students.
tance of the supervisory role that may be performed by one or
more individuals. Assists institutions in establishing supervi-
3. Significance and Use
sory procedures and gives guidelines to clients for evaluating a
3.1 This guide is intended to serve institutions for the
training program to meet their needs.
development of instructional programs as well as to serve
3.3.7 Evaluating Student Progress in Language Proficiency
potential clients and students in the selection of a training
Terms—Establishes minimum requirements for evaluating and
program to meet their needs.
documenting student progress in terms of language proficiency
3.2 It may not be possible for a specific program to meet all
for the benefit of clients, students, institutions, and instructors.
of the components of the standard for every language. If the
3.3.8 Guides for Institutional Stability— Provides clients
with criteria by which to determine the stability of an institu-
tion.
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
3.3.9 Advertising and Promotional Activities—Assists insti-
Foreign Language Instruction.
tutions in preparing advertising and promotional materials and
Current edition approved Aug. 15, 2005. Published August 2005. Originally
assists clients in interpreting and understanding such advertis-
approved in 1995. Last previous edition approved in 1999 as F1562 – 95 (1999).
DOI: 10.1520/F1562-95R05. ing and materials.
Copyright © ASTM International, 100 Barr Harbor Drive, PO Box C700, West Conshohocken, PA 19428-2959. United States
F1562−95(2005)
A
TABLE 1 Levels of Listening Proficiency
3.3.9.1 These guidelines shall apply to advertising, such as
Level Description
print, broadcasting, and electronic media, as well as oral
0 No Proficiency
presentations.
0+ Survival Proficiency
Able to understand short phrases based on memorized material.
4. Needs Analysis
Slightly longer phrases must be repeated and include frequent
pauses to be understood.
4.1 Procedure:
1 Minimal Functional Proficiency
4.1.1 Determine how the prospective student will use the
Able to understand very simple statements, questions, and face-to-
face conversations concerning some familiar situations and many
target language by conducting a language audit that addresses
basic needs. Repetition and slower speech are necessary for
the following:
understanding.
4.1.1.1 Language skills needed (listening, speaking,
2 Limited Functional Proficiency
Able to understand most routine conversations spoken at a normal
reading, and writing),
pace relating to social and occupational situations. Some difficulty
4.1.1.2 Communicative tasks to be accomplished (for
understanding common structures and vocabulary remains;
example, closing a deal, ordering a meal, or asking for
occasional repetition is still needed.
3 General Functional Proficiency
directions),
Able to understand almost all conversations spoken at a normal
4.1.1.3 Conditions under which language is to be used (with
pace without repetitions, including discussions within the individual’s
whom, where, how, and why), and
occupation; readily understands phone conversations and
broadcasts, but still experiences some difficulty with very fast
4.1.1.4 Kind of language needed (standard, academic,
speech, slang, and cultural references.
technical, regional, or street slang).
4 Full Functional Proficiency
Able to understand all discussions, no matter how complex, within
4.2 Determine the student’s current level of proficiency in
the listener’s experience; able to understand most cultural
any relevant language skills by such means as an oral profi-
references as well as manipulations of the language including
persuasion, negotiation, conjecture, and humor.
ciency interview, a writing sample, or a self-evaluation check
5 Educated Native Proficiency
list.
A
A plus sign after Levels 1 through 4 (that is, 1+, 2+, 3+, and 4+) indicates the
4.3 Determine the proficiency level(s) and time frame that
ability to handle successfully all of the functions of that level and, inconsistently,
some of those of the next.
are needed to meet the student’s language needs. Refer to
sections on Describing Levels of Language Proficiency and
Language Outcome Expectations.
4.4 Describe appropriate training options (for example, in
the areas of scheduling, class size, curriculum, methodology,
7.1.2.4 Include authentic language materials from countries
and cost). where the target language is spoken, and
7.1.2.5 Include materials for study outside of class.
4.5 Agree on objectives and training program.
7.1.3 Learning resources that include at least:
7.1.3.1 Audio and video capabilities,
5. Describing Levels of Language Proficiency
7.1.3.2 Basic reference materials, such as dictionaries, and
5.1 Skills:
7.1.3.3 Authentic materials, including current and relevant
5.1.1 Listening Skills—See Table 1.
periodicals.
5.1.2 Speaking Skills—See Table 2.
7.1.4 An instructional methodology that:
5.1.3 Reading Skills—See Table 3.
7.1.4.1 Is appropriate to individual student needs as deter-
5.1.4 Writing Skills—See Table 4.
mined by the needs analysis and ongoing evaluation, and
7.1.4.2 Can be articulated to the client or student, or both.
6. Explicitness and Reasonableness of Outcome
7.1.5 Procedures for program evaluation during the training
Expectations
program and at the conclusion of the training program.
6.1 See Table 5 for explicitness and reasonableness of
7.2 Training Program Options:
outcome expectations guidelines.
7.2.1 Quality programs may include one or more of the
7. Training Program Criteria following:
7.2.1.1 Immersion opportunities,
7.1 Every use-oriented language training program should
7.2.1.2 Computer-assisted instruction capabilities, including
include the following:
multimedia,
7.1.1 A curriculum plan that:
7.2.1.3 Training to use language for specific purposes,
7.1.1.1 Is designed to meet the needs of the client,
7.2.1.4 In-country training opportunities,
7.1.1.2 Is made clear to the student,
7.2.1.5 Field work,
7.1.1.3 Is responsive to feedback from the client or student,
7.2.1.6 Enrichment from outside sources,
or both, and
7.2.1.7 Continuity of training at other locations, and
7.1.1.4 Includes frequent and ongoing formative evaluation.
7.2.1.8 Procedures for program evaluation after the student
7.1.2 Instructional materials that:
has taken up responsibilities in the field.
7.1.2.1 Are professionally developed,
7.1.2.2 Are user-friendly,
8. Establishing Criteria for Language Instructors
7.1.2.3 Are determined by the institution to be appropriate
to the student’s skill level in the language, 8.1 Criteria for Employment:
F1562−95(2005)
A A
TABLE 2 Levels of Speaking Proficiency TABLE 3 Levels of Reading Proficiency
Level Description Level Description
0 No Proficiency 0 No Proficiency
0+ Survival Proficiency 0+ Survival Proficiency
Able to satisfy immediate needs such as for lodging, meals, and Able to understand some isolated words and phrases such as
transportation, using memorized or rehearsed speech only. No personal or place names and street or store signs but not connected
fluency. prose.
1 Minimal Functional Proficiency 1 Minimal Functional Proficiency
Able to satisfy minimum courtesy requirements and maintain very Able to understand very simple connected printed material. Able to
simple conversations on familiar or rehearsed topics. Experiences get the main idea of short, frequently encountered materials such as
frequent misunderstandings. Examples—Can exchange greetings, invoices, forms, and charts.
elicit predictable information, and explain routine procedures in a 2 Limited Functional Proficiency
restricted way. Able to read with some misunderstandings straightforward familiar
2 Limited Functional Proficiency factual material. Examples—Descriptive or narrative writings such as
Able to handle routine daily interactions that are limited in scope. routine reports, simple biographical information, standard business
Able to handle confidently, but not fluently, most social conversations letters, and simple technical material written for the general reader.
on such topics as current events, work, family, etc. Examples—Can 3 General Functional Proficiency
typically ask and answer predictable questions in the workplace and Able to read with almost complete comprehension a variety of prose
receive and provide straightforward direction. material on familiar and unfamiliar topics. Can typically understand
3 General Functional Proficiency news stories similar to wire service reports, routine correspondence,
Able to speak the language with sufficient fluency and accuracy to general reports, and technical material in the reader’s professional
participate effectively in most formal and informal conversations on field. Can get the main idea of more sophisticated texts but may not
practical, social, and professional topics. However, there are perceive subtlety and nuance.
noticeable linguistic and cultural imperfections that limit the 4 Full Functional Proficiency
individual’s ability to participate in more sophisticated interactions Able to read fluently and accurately all styles and forms of language
such as high-level negotiation. Can typically discuss particular pertinent to professional needs.
interests and special fields of competence with ease. Examples— 5 Educated Native Proficiency
Can use the language as part of normal professional duties such as
A
A plus sign after Levels 1 through 4 (that is, 1+, 2+, 3+, and 4+) indicates the
answering objections, clarifying points, justifying decisions,
ability to handle successfully all of the functions of that level and, inconsistently,
understanding the essence of challenges, stating and defending
some of those of the next.
policy, conducting meetings, delivering briefings, etc. Can reliably
elicit information and informed opinion from native speakers.
4 Full Functional Proficiency
A
Able to use language fluently and accurately on all levels pertinent
TABLE 4 Levels of Writing Proficiency
to professional needs. Examples—Understands the details and
Level Description
ramifications of concepts that are culturally or conceptually different
0 No Proficiency
from one’s own. Can set the tone of interpersonal, official, semi-
official, professional, and nonprofessional verbal exchanges with a 0+ Survival Proficiency
Able to note down intelligibly, if not perfectly, bits of information such
representative range of native speakers (for all audiences, purposes,
tasks, and settings). Can play an effective role among native as a name, an address or location, a date or a simple list of items.
1 Minimal Functional Proficiency
speakers in such contexts as negotiations, conferences, lectures,
and debates on matters of disagreement. Can advocate a position at Able to note down information to meet simple needs, statements,
and questions on familiar topics. Ideas may not flow smoothly.
length, both formally and in chance encounters, using sophisticated
verbal strategies. Writing is generally comprehensible to natives accustomed to
dealing with non-natives.
5 Educated Native Proficiency
2 Limited Functional Proficiency
A
A plus sign after Levels 1 through 4 (that is, 1+, 2+, 3+, and 4+) indicates the
Able to write with some accuracy and in some detail about routine
ability to handle successfully all of the functions of that level and, inconsistently,
matters as well as about most common or familiar topics. Writing is
some of those of the next.
generally comprehensible to natives.
3 General Functional Proficiency
Able
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