Looking Into a Crystal Ball: Is Requiring High‐Stakes Language Proficiency Tests Really Going to Improve World Language Education?

Abstract

The author discusses potential changes to the licensure process for U.S. teachers of modern foreign languages, particularly commenting on issues relating to national and state standards for language education and claiming that increasing requirements will not improve the quality of foreign language education in the U.S. She addresses recommendations made by the American Council on the Teaching of Foreign Languages (ACTFL) and the National Council for Accreditation of Teacher Education (NCATE). Topics explored include variations in requirements between states, the Oral Proficiency Interview (OPI) and Written Proficiency Test (WPT), and problems with basing education on accountability and test-taking ability.