Abstract
sequence of levels set forth in the ACTFL Proficiency Guidelines. Citing Omaggio's statement about the experiential, rather than theoretical, nature of the Guidelines, they called for an examination of this claim and argued that they knew of no empirical evidence for the gradation of linguistic criteria.1 While our purpose is not to enter into the debate surrounding the proficiency movement, a number of fundamental questions about it must be addressed given the increasing importance of the Guidelines and of oral proficiency testing within the entire profession. These questions are: 1) to what degree do the descriptions contained in the Guidelines reflect a realistic
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