Determining exemptions from foreign language requirements: Use of the modern language aptitude test

Abstract

The question is raised as to whether students who petition for exemption from foreign language requirements should meet a criterion simply of low aptitude or—in keeping with the learning disability field—manifest a discrepancy between general and specific abilities. If discrepancy is the selected standard, there are issues of establishing test validity, a common normative base for the general aptitude and specific ability tests and determining significant differences in scores. At the University of Pennsylvania, we gave the short form of the Modern Language Aptitude Test (MLAT) to 586 students and validated the scores against final first and second semester grades in introductory foreign language classes. In addition, to determine significant discrepancies, we transformed the students' scores from the Scholastic Aptitude Test and MLAT to a common z scale. There turned out to be little relationship between the MLAT and grades as determined by regression and ANOVA analyses. Nor were good and poor students distinguished by the discrepancy analysis. Results are discussed in terms of exemption policies.