OU Arabic Flagship Handbook 2014-2015

2014-2015

Handbook

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OU Arabic Flagship Program Student Handbook

Letter to the Student

2014- 2015 Academic Year

Marhaba! On behalf of the entire University of Oklahoma Arabic Flagship Program staff, we would like to welcome all of our Arabic Flagship scholars, new and old, back to campus. We all look forward to another year of progress and development both for you and the program overall.

We begin the 2014-2015 academic year with high hopes and an optimistic outlook for our Arabic Flagship scholars. Both of our capstone students returned from Meknes, Morocco this summer having received scores at the superior level on the oral proficiency interviews. This fall semester, we have students returning from the Austin Summer Institute. Several Flagship scholars also received prestigious scholarships to study in other programs abroad, and students have spent time in studies ranging from Jordan to Oman. This year’s capstone students were also successful in securing Boren scholarships and others. We are excited to build on this success and to continue pushing you to the highest levels of proficiency in Arabic language and culture.

As a Flagship student, you are part of a cutting-edge, comprehensive language education program. The Language Flagship leads the nation in designing, supporting, and implementing a new paradigm for advanced language education featuring periods of rigorous language and cultural immersion at stateside and overseas Flagship centers. Presently, the Language Flagship consists of 27 programs at 23 different institutions worldwide, where hundreds of students study 9 critical languages. Within the Arabic Flagship Program family, the University of Oklahoma is joined by the University of Texas, the University of Maryland, Michigan State University, and the newly-established program at the University of Arizona.

As you know, Flagship’s ultimate goal is to create highly educated, global professionals.

Accordingly, all of our efforts on campus are directed towards this end, culminating in students reaching the superior levels of proficiency. Your continued success in learning Arabic is our mutual goal, and we strive to attain this by offering specialized Arabic instruction in a supportive learning environment.

The University of Oklahoma Arabic Flagship Program staff seeks to provide all the necessary tools for your success as a Flagship scholar. Please do not hesitate to contact any of the program assistants, the program coordinator, or the director with any concerns.

We have updated this student handbook for the 2014-2015 year in an effort to remain current, but the contents are subject to change over the course of the year. Nonetheless, we hope it will provide useful to you as a Flagship scholar and wish you all the best in this upcoming year!

Bit-tawfiq!

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OU Arabic Flagship Program Student Handbook

2014- 2015 Academic Year

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OU Arabic Flagship Program Student Handbook

About the Program

2014- 2015 Academic Year

Get Admitted: Flagship applicants must be full-time OU students having successfully finished at least one semester of Arabic, who commit to complete the entire program, including the capstone year abroad, and achieve superior-level Arabic skills. In addition, applicants must demonstrate that Arabic is a long-term career and/or personal goal, carry a GPA of at least 3.25, and submit the required application materials. Visit www.ou.edu/flagship for more information.

Flagship students must agree to: All of the terms and conditions involved in being a Flagship undergraduate student; agree to the use of their personal data and acknowledge that their progress will be tracked for the duration of the Flagship program and beyond; demonstrate substantial progress, by Flagship standards, toward professional level language proficiency in Arabic; commit to completing all components of the domestic Flagship program (see Appendix for required courses); and commit to completing the required year-long overseas program, also known as the capstone year.

Upon admission, students will receive an invitation to create an account and register in the Flagship Certification System (https://students.thelanguageflagship.org/). Registering is mandatory. It is understood that participation in Flagship is voluntary and students may signal their intention to withdraw from the program by notifying Flagship staff in writing.

Stay In Good Standing: Flagship students’ academic progress is monitored every semester. Students must maintain a 3.25 overall GPA and earn an A or B in every Arabic course. Outside of the classroom, students are required to attend and actively participate in Flagship’s extracurricular activities on campus, including the weekly roundtable. Students earning less than a 3.25 GPA will be placed on probation. Probation letters outlining the terms of their status are sent out to students. During the probationary semester, the student must earn a 3.25 GPA or above to continue with the program. Flagship Staff also works with students to identify strategies for success and to offer the support needed to resume the performance level expected. Failure to meet Arabic Flagship Program standards results in consequences, including permanent withdrawal of funding or dismissal from the program.

In order to remain in good standing students are expected to progress towards the goal of achieving an ILR level 3 or above at the end of the program. If a student’s plans change and they no longer intend to apply for the capstone year, they will be counseled out of the program.

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OU Arabic Flagship Program Student Handbook

2014- 2015 Academic Year

Be Strategic: It is strongly recommended that all program participants plan to take advantage of Flagship’s summer opportunities. This suggestion is backed by evidence; namely, students who do so experience proficiency boosts, gain overall confidence, and are more qualified to gain admittance to the capstone year. The Flagship’s purpose is to empower students to attain superior proficiency levels in 4-5 years. Taking courses on campus is necessary but not sufficient; immersing oneself in an authentic Arabic-speaking environment is essential. In addition, participating in summer opportunities can mean earning course credits quickly and efficiently.

To sum it all up, students returning from Flagship’s summer Arabic programs have reported tremendous gains in their speaking abilities and overall confidence.

Here are some tips:

• It is never too early to start plotting out your Flagship journey. Ask yourself “What do I want to achieve during my Flagship experience?” and “Which summer program appeals to me most and fits my plans?” The Flagship Program will counsel you.

• Create a Plan B in case your first choice summer program doesn’t pan out.

• Research scholarships and apply. Even if your funds are plentiful, receiving awards enriches your resume and supports your application materials for the capstone year.

• Stay in touch and keep Flagship staff posted on any changes in your plans.

• If you are a candidate for the Flagship summer abroad or capstone year, train yourself for the pre-program exam by participating in the Flagship-sponsored AIWA Program in January 2015.

• Use time wisely; make the most of it. During summers at home, create a personalized study routine to maintain your skills while school is not in session.

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OU Arabic Flagship Program Student Handbook

The Roundtable

2014- 2015 Academic Year

The weekly roundtable is held on Friday afternoons from 3:30- 4:30 in Hester Hall room 145.

You must attend regularly and sign in, unless you have a class conflict. The round table is a structured, non-class environment where you are expected to actively participate and demonstrate your evolving knowledge of Arabic, so that your proficiency can grow with time.

Passivity is not ideal; being communicative is vital to learning in this setting, even when it is imperfect.

Think of it as an investment toward your Oral Proficiency Interviews (OPIs) later on. During the OPI, you are evaluated based on what you are willing to express. The more you practice and rehearse the more natural and easily it comes later.

Through frequent use of the language, you will gain experience with a variety of registers of spoken Arabic. Ask questions, rephrase what you heard, and interact! Don’t allow fear of making mistakes prevent you from chiming in. Beginners may wonder How do I keep a conversation going, despite my limited abilities? It is indeed possible to convey a great deal drawing on a limited vocabulary. Here are some strategies to keep up the momentum: • • • • • • •

Strive for accuracy, but don’t get held back by fear of mistakes Borrow words, insert the English word when you don’t know it in Arabic Use the register you feel most comfortable with Translate literally Use a simple word in place of a more complex one Act out or draw the word Encourage others’ efforts by providing positive comments

Do recruit the assistance of instructors and tutors in helping you accurately formulate your question or remarks.

Exceptions to the Arabic-only rule are brief and limited to opening announcements and occasional visits.

The calendar of round tables is set at the beginning of the semester and it is subject to change.

We welcome students’ feedback and programming ideas at any time.

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OU Arabic Flagship Program Student Handbook

Extracurricular Activities

2014- 2015 Academic Year

The Arabic Flagship Program at the University of Oklahoma offers a number of extracurricular activities to its scholars. These are all mandatory and it is recommended that students attend as many as possible in order to benefit the most from their participation in the program. Several of these activities are outlined in the following page.

Dialect Groups: Several dialect groups are offered through the Arabic Flagship Program, and these groups meet on a weekly basis. In the past, we have offered Moroccan, Levantine and Egyptian colloquial Arabic groups, with the possibility of expanding to others based on demand.

Cultural Clubs: The Arabic Flagship Program offers weekly cultural clubs of a wide range of topics moderated by a member of the faculty. These clubs vary depending on the semester, but may include a reading group, theater, calligraphy, dance and others. The groups allow students to use both MSA and dialects, and native speakers often attend, making it an organic speaking experience.

Furthermore, we will occasionally offer other extracurricular activities. These may include career-planning workshops, Skype sessions with persons of interest, or off-campus gatherings.

Students are strongly encouraged to attend all Flagship-related activities, as active attendance and participation will help scholars move toward their proficiency goals. This will also help students maintain good standing in the program.

Language Partners Arabic Flagship scholars at the University of Oklahoma are provided the opportunity to be paired with a dedicated native speaker as a part of the language partner program. This program is designed in order to prepare students for success in speaking Arabic, and it is particularly designed with the Oral Proficiency Interview (OPI) in mind.

Each Flagship student is assigned to a native speaker, and language partners are given guidelines on the most strategic methods for developing students’ speaking skills. Flagship scholars must meet with their language partner for an hour each week, though they are encouraged to spend more time with them if possible. All native speakers are aware of their language partners’ level, and the individual sessions will therefore cater to the student.

Many students and alumni have stated that the language partner program is one of the best opportunities for activating and growing their vocabulary. This practice also facilitates smoother fluency. Be proactive in these sessions to take full advantage of them. The program coordinator oversees the language partner program, so any questions or concerns should be directed to her.

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OU Arabic Flagship Program Student Handbook

Tutoring

2014- 2015 Academic Year

You can find tutors in the language learning center, on the second floor of Kaufman Hall. Tutors are available Monday through Friday from 11 AM - 2 PM. Aside from these hours, tutors and students are free to continue their activities by appointment in the library, student union, or elsewhere.

We recommend that students in their first year of Arabic spend at least 3 hours in the language lab each week, working with tutors. This is the suggested weekly minimal time commitment, given the goal of acquiring superior-level proficiency. As a general rule of thumb, for every hour in class students are expected to spend at least 2 hours of focused review time outside of the classroom.

Tutors are comprised of advanced-level Flagship students and native speakers. The tutors who are also Flagship students are great assets for students in the beginner and intermediate stages, having already struggled with and grasped beginner and intermediate material. Native speaker tutors are better equipped to assist students with conversation, natural ways of formulating speech, and colloquial varieties of Arabic. Tutors are assigned to work with Arabic faculty members and follow courses taught by their mentors in order to understand skill set development. Tutors play a supporting role in helping students advance in their studies, and more specifically, tutors assist by activating the vocabulary and structures students learn in class.

Students entering the language learning center should make every effort to speak Arabic there.

Bring your textbooks and notebooks to the language lab. In addition, devise specific questions in advance. Here are some examples of the many areas where tutors can assist: • • • • • • • • •

Grammar help Homework questions Challenging reading assignments Editing Developing conversational skills Useful everyday expressions Rehearsing classroom presentations Practicing listening exercises Acting out dialogues and role play

Please note: tutors do not substitute for advance planning and attention to your assignments.

Although tutors can assist with homework, they have been advised to never complete another’s homework assignments. Tutors cannot read students’ essays which are submitted as part of the Flagship overseas application process. Tutors are a supplementary learning resource, but they are not a replacement for going to a professor’s office hours.

Our Flagship program assistants are also able to help students with Colloquial Arabic and Modern Standard Arabic.

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OU Arabic Flagship Program Student Handbook

Arabic Flagship Library

2014- 2015 Academic Year

Arabic resources can be checked out from the Flagship office in Hester Hall, room 107. These provide a great opportunity for discussion with tutors and language partners in explaining aspects of Arabic language and culture: • • • • • • • •

Arabic-language movies Novels Arabic music Dialect books: Gulf, Palestinian, Moroccan, Syrian, Lebanese, Sudanese, Libyan, Egyptian, etc.

Grammar books Dictionaries Magazines Federal Service Guide (a tool for career planning)

For a full list of resources, please see the Appendix.

Also, please contact the Program Coordinator for a username and password to use icflix.com and watch movies online!

Arabic House We offer a Flagship scholar/native speaker housing option. The residence is located with Traditions Apartments in the southern part of OU’s campus, and apartment units consist of either 2 (1 Flagship scholar, 1 native speaker) or 4 (2 Flagship scholars, 2 native speakers) occupants.

The apartments have individual bedrooms with a shared common room and kitchen, ideal for getting a taste of Middle Eastern cooking!

The Arabic House is a unique immersion opportunity for Flagship students. The Arabic language is expected to be the dominant language used within the residence, and Flagship staff will meet with Arabic House residents regularly in order to facilitate this experience. Flagship students will have the chance to meet their roommates’ friends and gain valuable cultural knowledge in addition to the obvious linguistic benefits. All Arabic House apartment units are also equipped with a wide array of channels from the Arab world, in addition to hundreds of Arabic movies and television series.

The occupants for the Arabic House have already been chosen for the 2014-2015 year, and the application process for the following year will begin early in the spring semester of 2015.

The program coordinator oversees this aspect of the program, so please contact her with any questions or concerns about the Arabic House.

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OU Arabic Flagship Program Student Handbook

Arabic Proficiency

2014- 2015 Academic Year

When we talk about foreign language competence, achievement and proficiency may seem like the same thing at first glance. However, there is a key difference. Achievement refers to a student’s grades, which can be measured on a grading scale. Proficiency refers to the ability (and the range of abilities) to respond and communicate in an authentic way, particularly in non-classroom settings. This is especially relevant to the Flagship program because each year students must show consistently high achievement plus proficiency growth. In other words, earning A’s is necessary but not sufficient to stay on track with the program. Flagship students’ proficiency levels are assessed during the process of applying for study abroad opportunities and throughout the study abroad. Flagship certification confirms your proficiency level upon completion of the capstone year abroad, so that employers and others have a written record of your ability.

The advantage of having common proficiency benchmarks is that it allows different groups of people including universities and hiring agencies for example, to make comparisons about individuals’ linguistic competence.

There is no single, universally-accepted paradigm precisely defining language proficiency or fluency. This especially rings true with Arabic language, due to its spectrum of geographical dialects. Although that challenge exists, the Flagship program measures proficiency using ACTFL, ILR, and OPI tests. It is valuable to familiarize yourself with the contents of these rubrics because there are specific expectations of students upon entering and exiting the study abroad programs; see the section titled ‘Applying for Flagship Study Abroad Opportunities’ for specifics. The appendix of this handbook contain complete and updated descriptions of each level.

ACTFL: ACTFL stands for American Council on the Teaching of Foreign Languages and their website is www.actfl.org.

After participating in an ACTFL interview with a certified tester, a student receives a rating, ranging from novice to superior. ACTFL deals with listening, speaking, reading, and writing skills.

Our instructor, Hossam Barakat, is certified in ACTFL, and we encourage you to take advantage of the opportunity to take part in interviews with him. In order to receive Flagship Certification, students should reach the Superior level of proficiency on the ACTFL scale.

Fun fact: in order to be qualified to teach Arabic in K-12 public schools in the state of Oklahoma, you have to score Advanced-Low on the ACTFL scale.

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OU Arabic Flagship Program Student Handbook

2014- 2015 Academic Year

ILR: ILR stands for Interagency Language Roundtable and their website is www.govtilr.org The Interagency Language Roundtable (ILR) is an organization of federal agencies, ranging from the Peace Corps to the CIA, which has been established for coordination and sharing of information about language-related activities.

The ILR webpage features a self-assessment you can use to get an approximate estimate of how you might rank in the areas of speaking, reading, and listening. The ILR scale is composed of proficiency levels ranging from zero (no proficiency) to five (educated native proficiency).

Scholars should reach level 3 (general professional proficiency) for Flagship certification.

In 2012 the ILR scale was expanded to include competence in intercultural communication.

We encourage you to dwell on this aspect of your learning, as it is very relevant to the Flagship mission of creating global professionals.

OPI: The OPI is the Oral Proficiency Interview, the principal test for speaking skills. Refer to the new ACFTL language proficiency guidelines, under the Speaking section, for more information about OPI testing. Practice OPI’s are carried out annually so students can gauge their proficiency progress.

Final Note: Members of the Arabic Council have emphasized the need for students to gradually but steadily display language skills ‘appropriate for the task required’, which means being able to switch between MSA and colloquial Arabic depending on the type of task. Using MSA exclusively is limited to certain tasks in the Arab culture and using a colloquial variety of Arabic is essential, especially in everyday ‘casual’ interactions.

Applying for the Flagship Overseas Programs The challenges and rewards of study abroad are countless. Each student’s experience is unique and irreplaceable, and study abroad has the potential to be a time of tremendous linguistic and personal growth. The choice to study abroad is a pivotal one, and should be taken seriously. Solid preparation boosts your likelihood of getting accepted into a program and having a successful trip.

Our role here at the OU Arabic Flagship Program is to empower you and help you lay the groundwork for a competitive application. After all applications have been submitted and all candidates have taken for the pre-program exam, the Arabic Council and a panel of program directors convene, review all applications, and decide who is admitted. These decisions are communicated to applicants in early to mid- March. At that point, American Councils communicates with applicants by notifying them of their status, providing a comprehensive

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OU Arabic Flagship Program Student Handbook

2014- 2015 Academic Year

acceptance package to those who are accepted, conducting a pre-departure orientation, and managing and implementing the overseas program. The acceptance package materials are designed to help you know what to expect, and maximize the skills you have, while moving towards professional fluency. The pre-departure orientation covers several aspects of your trip including health, safety, and more topics. In managing and implementing the overseas program, they employ several highly-trained individuals, including professors, interns, and an on-site Resident Director who handles a variety of matters to ensure that students have a safe and productive experience.

The Arabic Council voted that applicants must be in the process of completing their sixth semester of Arabic in order to be considered for the summer study abroad program. For OU students, this means students taking 3000-level courses are eligible to apply. As described elsewhere in the handbook, the overseas summer program is not mandatory but students are highly encouraged to take advantage of this opportunity (or another intensive language experience). Students in 4000-level courses are expected to apply for the capstone year.

The application is very competitive and admission is never guaranteed. At the time of application, overseas summer program participants are expected to demonstrate intermediatelevel proficiency in Arabic, equivalent to a Level 1 or 1+ on the ILR scale. The summer program is designed to move participants’ Arabic proficiency from Level 1 or 1+ to 2 or 2+ by the end of the summer. The capstone year-long program is designed to boost students’ proficiency from Level 2 or 2+ to at least level 3 by the end of the program. Therefore, it is imperative to review the skills associated with each of these levels, and prepare thoroughly!

The application is due in mid-January each year. American Councils staff members visit OU to provide all dates, details, and answer your questions. We strongly suggest that applicants begin working on their applications near the start of the fall semester, so that they have ample time to devote to it. Start working on your application components early and practice typing on the Arabic keyboards in the language lab regularly. You will be required to fill out an online application, write an essay in Arabic, a statement of purpose, provide official transcripts, and obtain 2 letters of recommendation.

Tips: Create a plan B, in case you are not accepted into your first choice program.

Attend and actively participate in the AIWA Program in January 2015.

Advanced Intensive Week of Arabic (AIWA), formally known as Arabic boot camp, is held in early Jaunuary for students who plan to take part in the pre-program exam for Flagship overseas programs. AIWA is mandatory for overseas applicants but also available to other Flagship students who are interested in an intensive review before the Spring term.

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OU Arabic Flagship Program Student Handbook

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On the topic of recommendation letters, we suggest giving instructors generous lead time to act on your request, and a gentle reminder. Sit down with your instructor, explain your aspirations with regards to the program you are applying for, and give them a chance to get to know a little bit more about you and how this opportunity relates to your life goals. After all, in addition to commenting on your classroom self, they are attesting to your perspective, maturity, and readiness to handle the challenges associated with exiting your comfort zone.

Applying for the Flagship Summer Intensive Programs

Our partner, the University of Texas at Austin, offers a ten-week summer intensive institute.

This program offers a variety of entrance points (students can apply to study at the Beginner, Intermediate, or Advanced level). This program is highly structured and rigorous. Accordingly, it offers an excellent means to boost your overall proficiency. Although it does not offer the cultural experience one would gain in the Arab world, it can put you on very solid footing so that you benefit more when you do study abroad. Highlights include: • Transfer up to a full year’s worth of academic credit upon completion (subject to approval by MLLL faculty) • Dedicated daily chat sessions, focused on developing speaking and listening skills, as well as cultural competence in colloquial Arabic (Levantine and Egyptian) • Structured sessions focused on sharpening listening skills, strategies, and proficiency • Film discussions and cultural events • Supportive university housing environment Student experience has been overwhelmingly positive, and it indicates that this program is tremendously efficient and worthwhile.

The application is rather extensive, and we recommend following the advice listed in the section on applying for the overseas program. If you have questions or are not sure whether this program is right for you, feel free to confer with Flagship program staff for more details. We are delighted to address your concerns and follow up on any questions you may have. Please visit the UT-Austin Summer Institute webpage (utarabicflagship.org.summer-institute).

Flagship scholars are eligible to apply for scholarships to go toward the program fee for those accepted to UT-Austin’s Arabic Summer Institute. In past years, scholarships have covered all or most of the program fees. Summer Institute students are responsible for all other costs, including travel and housing in Austin. Our partner Arabic Flagship Program at the University of Maryland also offers a summer intensive program (sllc.umd.edu/specialprograms/summerinstitute/ arabic), and Flagship scholarships may become available for this program in the future.

The Summer Arabic Overseas Flagship Program for undergraduates is located at the Arab American Language Institute in Morocco (AALIM), in Meknes, Morocco. This program is intended as a logical step while participating in the Stateside Undergraduate Arabic Flagship Program and achieving a proficiency level of 1+ on the ILR scale. Students achieving this level may participate in the Summer overseas program.

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OU Arabic Flagship Program Student Handbook

The Capstone Year

2014- 2015 Academic Year

We refer to the year abroad as the “capstone” because it is the defining feature of the Flagship program and the crowning achievement of a student’s Flagship experience. Flagship’s capstone year is specifically structured so that students can progress from a level 2 to a level 3 or beyond by the time they complete the 12-month program, and in doing so gain professional-level language proficiency. In addition to making language gains, capstone students are expected to independently and actively engage with the host culture. Making this personal investment enables them to gain an in-depth familiarity and comfort with their host culture, and their language and cultural proficiency are mutually reinforced.

Flagship students in good standing who are in the process of their 4000-level Arabic courses become candidates for the overseas capstone year. The most competitive applications typically belong to students who effectively participated in Flagship summer programs or other offcampus intensive language learning experiences. In addition to having strong scores on the pre-program exam and an excellent academic record, successful students’ capstone application materials demonstrate a high level of maturity, open-mindedness, and overall personal readiness to face the challenges and opportunities involved in twelve months of direct, immersive study in a foreign culture.

These are the academic components of the capstone year:

• Classes focusing on Modern Standard Arabic, Moroccan and/or Egyptian Colloquial Arabic, and media • 1-2 university courses of your choosing • Translation and/or cinema courses • Weekly sessions dedicated to one-on-one time with Language and Academic partners • Guest speakers and meetings with notable persons Capstone students are also required to take part in an internship each semester, where Arabic is used in a professional capacity. The Resident Director assists students in identifying their interest area(s) and setting up the internship. Furthermore, students are led on cultural excursions periodically. These sites are selected on account of their historical and cultural significance. The trips range in length from 1 to 3 days.

American Councils staff facilitates students’ academic and extracurricular experiences during the capstone year, including helping set up student housing and ensuring their safety and security. Students may reside in the university dorms, in apartments with Arab and/or American roommates, or with host families. Students’ safety and security are of paramount importance, and students are regularly briefed on this topic.

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After successful completion of the capstone program, students automatically receive a Flagship Alumni certificate. They are also eligible to obtain Flagship certification based on assessment scores. This serves as a formal recognition of Flagship program completion on a student’s resume, and is highly regarded by federal agencies, the private sector, and academia.

OU Arabic Flagship Program Student Handbook

The Capstone Year

2014- 2015 Academic Year

For administrative reasons, all participants must retain undergraduate status throughout the duration of the program. This means that participants must notify their academic advisors of their intent to participate in the capstone program and delay graduation until their return. Due to the structure of the program, it is not realistic to expect to apply several hours of capstone coursework to your major requirements at OU. If you are considering returning to OU to complete a semester after the capstone year concludes, discuss this with your major advisor.

Unfortunately, every year some applicants from every Flagship University are not admitted to the capstone program. In this case, they do not retain any Flagship status. Unsuccessful applicants can wait and submit an application the following year, if they desire. However, in order to preserve momentum we would suggest that students in this situation independently pursue another opportunity to study or work in an Arabic-speaking country. Through investigation and planning, students can identify worthwhile alternatives to the capstone year and go on to reach their language goals.

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OU Arabic Flagship Program Student Handbook

Scholarships

2014- 2015 Academic Year

Flagship scholarships are awarded in the same way as other university scholarships; that is to say they are competitive and not automatic. In previous years, students accepted into Flagship’s study opportunities off campus were automatically granted a maximum scholarship, often covering most or all of the costs. Applicants are evaluated on eligibility criteria such as GPA and their presence and participation at Flagship events such as the round table, discussion groups, and other extracurricular activities as well as their overall commitment to the Flagship Program and to learning Arabic to advanced levels. Students who have not registered in the Flagship Certification System (FCS) will not be eligible to receive Flagship scholarships.

Flagship scholarships are merit-based (as opposed to need-based) and are intended to offset part, not all, of the costs of participating in Flagship programs. Not every student admitted to a Flagship off campus program will receive a Flagship scholarship. It is strongly recommended that students research, and apply early for alternative sources of support for their Flagship excursions.

In particular, the Boren award opportunity is an excellent one for capstone year candidates (see Appendix for Boren FAQs). Flagship students must complete the FAFSA, even if you are not sure you will need it. This is the first, and essential, step to knowing what Financial Aid you are eligible to receive. Some, but not all, scholarships require you to be Pell-eligible. Flagship Scholarships should not offset other sources of funding you may receive.

Flagship scholarships are limited to Flagship-sponsored summer and year-long programs.

At the beginning of the Fall semester, the program director and program coordinator will meet with each student in the Flagship Program on an individual basis in order to discuss their standing in the program. This discussion includes progress in the course requirements, scholarships received to date, summer plans, scholarship opportunities, answering students’ questions, and more.

Here is a list of scholarship opportunities that we strongly encourage you to investigate and apply for. Keep in mind that most deadlines are in February, or earlier, so advance planning is key.

Pursuing scholarship sources is the student’s responsibility. Flagship staff can assist with the scholarship application process but the student is tasked with being aware of deadlines, eligibility factors, and other restrictions. This list is a starting point, it is not exhaustive. We encourage you to work closely with your advisor to identify opportunities specific to your area of study. OU Arabic Flagship is not endorsing any of the programs below.

Also keep in mind the more commonly known scholarship websites, such as Fast Web (http:// fastweb.monster.com/), Scholarship Hunter (www.scholarshiphunter.com), College Answer (www.collegeanswer.com), and College Scholarships (www.collegescholarships.org) to name a few.

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Scholarships

Funding for Courses on Campus Sooner Heritage Scholarship (OU) http://www.financialaid.ou.edu/

Range from $500 to $1,500.

Federal Supplemental Educational Opportunity Grant (FSEOG) http://www.studentaid.ed.gov/types/ grants-scholarships/FSEOG

You can receive between $100 and $4,000 a year, depending on your financial need, when you apply, the amount of other aid you get, and the availability of funds at your school.

Oklahoma College Start http://www.okcollegestart.org/Financial_Aid/ Types_of_Aid/Scholarships/_default.aspx

Oklahoma State Regents for Higher Education http://www.okhighered.org/students/ Ameen Rihani Scholarship http://www.ameenrihani.org/index/php? page=scholarship

The Oklahoma State Regents for Higher Education administer several grants and scholarships to help pay for college.

Contains a wealth of information and links

For Lebanese or Arab Americans, especially those studying literature, philosophy, or political science.

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Scholarships

Funding for Study Abroad Boren Scholarships (see Appendix) http://www.borenawards.org/boren_ scholarship Gilman Scholarships http://www.iie.org/en/Programs/ Gilman-Scholarship-Program

Presidential International Travel Fellowship (OU) https://oklahoma.studioabroad.com/index. cfm?FuseAction=Programs.

ViewProgram&Program_ID=10010&Type= S&sType=S Tulsa Community Foundation: Have a Great Day Scholarship http://tulsacf.org/ (search for Have a Great Day) Institute for International Education, Study Abroad Funding http://www.studyabroadfunding.org/

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Award up to $20,000 to students wishing to study languages and cultures considered to be important to U.S. national security.

The Gilman Scholarship Program is open to U.S. Citizen undergraduate students who are planning to study abroad. The program aims to diversify the kinds of students who study abroad and the countries and regions where they go by supporting undergraduates who might otherwise not participate due to financial constraints (Pell grant recipients).

Created by OU President David L. Boren to support international travel for qualified students, includes internships. Fellowships will be awarded on the basis of financial need, participation on an approved study abroad program, overall strength of application, and overall strength of the student’s academic record.

Awards up to $3,000 or 90% of the total expenses for international travel to eligible students with a demonstrated financial need Directory featuring detailed descriptions of hundreds of study abroad scholarships, fellowships, grants, etc. Search by region/ country, field of study, etc.

OU Arabic Flagship Program Student Handbook

Scholarships

2014- 2015 Academic Year

Non-Flagship Programs Off Campus And their Scholarship Opportunities Critical Language Scholarships www.clscholarship.org

Critical Language Scholarship (CLS) institutes provide fully-funded group-based intensive language instruction and structured cultural enrichment experiences for 7-10 weeks for U.S. citizen undergraduate, Master’s and Ph.D. students.

Kathryn Davis Fellowships for Peace: Fellowships are merit-based and cover the full cost of Investing in the Study of summer language study, beginning to graduate levels.

Critical Languages This takes place at Middlebury College language http://www.middlebury.edu/ls/finaid/ schools. To apply for the Kathryn Davis Fellowship, fellowships/kwd you must both apply for admission to the Arabic Language School and submit a separate fellowship application.

Center for Arabic Study Abroad Full-year fellowship covers airfare, tuition, stipend, (CASA) at the American University in and excursion in the CASA program. Administered Cairo through UT-Austin. http://www.utexas.edu/cola/centers/ casa/ Sultan Qaboos Cultural Center SQCC supports Arabic language study for students (Oman) through its annual SALAM program. This intensive http://www.sqcc.org/scholarshipsArabic language program will allow students to fellowships gain a deeper knowledge of Arabic, while becoming familiar with Omani history and culture. Full funding is available.

Al Akhawayn University in Ifrane, Scholarships cover up to 75% of tuition and housing Morocco costs for students accepted into the Arabic and North http://www.aui.ma/VPAA/shss/ African Studies (summer) program. aranas/shss-aranas-scholarships.htm

18

About ROTC

-and-

The UNIVERSITY of OKLAHOMA AIR FORCE ROTC

For over 50 years, some of the best and brightest from the University of Oklahoma (OU) Detachment 675 have served their country well as pilots, navigators, engineers, doctors, nurses, mathematicians, communications officer, acquisition managers, language specialists and a host of other occupations. Today, that tradition continues for the cadets at the Air Force Reserve Officer Training Corps (AFROTC)

Cadet Life!?

As a cadet you’re a college student first! After your studies a cadet participates in three mandatory weekly activities: Leadership Laboratory, Aerospace Studies Class, and Physical Training. Leadership Laboratory allows cadets to learn about the Air Force, leadership concepts, drill & ceremonies and the cadet corps. Aerospace Studies classes teach an introduction to the Air Force, the History of Aerospace Power, Leadership & Management, and National Security. Cadets attend at least two physical training sessions a week. Cadets wear uniforms one day a week; other days they are normal college students. Cadets can choose to become more involved through activities like Honor Guard, Arnold Air Society, Silver Wings, intramural sports and other social activities.

Do I Qualify?

ROTC/Arabic Flagship scholarships provide: • •

• • •

• • • • • •

18 years of age (17 with parental consent) Will complete undergraduate studies by age 30 Good moral character Full time student at OU accepted into Arabic Flagship Good physical condition—75+ on USAF PT Test 3.25 Cumulative GPA US Citizen or pursuing citizenship ACT/SAT or equivalent

Full Tuition and Fees Monthly Stipend: $200 as a freshman and sophomore, $300 as a junior and $400 as a senior $900 a year in book money Includes paid year abroad Guaranteed job upon completion

Unlike normal AFROTC scholarships, the Flagship scholarship can be a 4 or 5 year degree program. AFROTC will tailor its requirements to ensure both the Flagship and AFROTC programs are completed.

Air Force ROTC 405-325-3211 afrotc@ou.edu Arabic Flagship Program Genevieve Schmitt 405-325-1679 flagship@ou.edu

Websites: www.ou.edu/rotc/air-force www.ou.edu/flagship

About Arabic Flagship The University of Oklahoma Arabic Flagship Program is a merit-based undergraduate program designed for learners of Arabic seeking to achieve superior language proficiency while pursuing degrees in the academic majors of their choice. The program offers an innovative five-year curriculum in Arabic language and culture with four years domestically, at OU, and the final capstone year abroad. It is designed to produce graduates with dual strengths in Arabic language proficiency and their chosen career fields.

-and-

The UNIVERSITY of OKLAHOMA AIR FORCE ROTC Capstone Year Abroad

ROTC/Arabic Flagship scholarships provide: • •

• • •

Full Tuition and Fees Monthly Stipend: $200 as a freshman and sophomore, $300 as a junior and $400 as a senior $900 a year in book money Includes paid year abroad Guaranteed job upon completion

Unlike normal AFROTC scholarships, the Flagship scholarship can be a 4 or 5 year degree program. AFROTC will tailor its requirements to ensure both the Flagship and AFROTC programs are completed.

Air Force ROTC 405-325-3211 afrotc@ou.edu Arabic Flagship Program Genevieve Schmitt 405-325-1679 flagship@ou.edu

The capstone year abroad is the pinnacle of the Flagship student’s career in the program. This final year is a full linguistic and cultural immersion in Meknes, Morocco or Alexandria, Egypt. In addition to language classes, capstone-year students also directly enroll in university classes of their choice at Moulay Ismail University or Alexandria University, take part in an internship, and engage in various cultural activities and excursions. Upon the completion of this capstone year, students are expected to have reached superior level of proficiency in the Arabic language.

On-Campus Extracurricular Activities • The Arabic suite in OU campus housing, where only Arabic is spoken • Screenings of Arabic-language films • Arab culture events related to Arabic music, calligraphy and politics • Weekly seminars for Egyptian Colloquial Arabic, Levantine Colloquial Arabic, or Moroccan Colloquial Arabic • Regular faculty-led discussion groups centering on a wide range of topics • Reading groups for Arabic novels and other clubs such as theater, singing and cooking.

Prospective Flagship Students and Eligibility Requirements Flagship students are strong academic achievers pursuing different majors, such as Arabic, business, engineering, history, health sciences, international and area studies, journalism, political science, pre-law and pre-med.

Qualified students must meet the following eligibility requirements: • Full-time OU student with at least one complete semester of Arabic • Commitment to complete the entire Arabic Flagship program and achieve superior-level Arabic • Planning to use Arabic in long-term career goal • GPA of 3.25 or higher • U.S. citizenship or permanent residency

Websites: www.ou.edu/rotc/air-force www.ou.edu/flagship

Arabic Flagship Program Library

Reference Books Al-­‐Musa’ed fi Al-­‐Qawa’ed Series

5

(Parts 1-­‐5)

Introduction to Spoken Standard Arabic (Parts 1-­‐2) Oxford Picture Dictionary: English/Arabic Oxford Picture Dictionary (2nd Edition) Arabic-­‐Arabic Dictionary

Abed, Shukri B.; Sawan, Arwa Adelson-­‐Goldstein, Jayme; Shapiro, Norma Adelson-­‐Goldstein; Shapiro

6

Al-­‐Munjid

1

Arabic-­‐English/English-­‐Arabic Dictionary The Connectors

Al-­‐Qamoos

1

Al-­‐Warraki, Nariman Naili; Hassanein, Ahmed Taher Alhawary, Mohammad

2

In Modern Standard Arabic

Modern Standard Arabic Grammar Arabic Practical Dictionary Awde, N.; Smith, K. (Arabic-­‐English/English-­‐ Arabic) Al-­‐Asas for Teaching Arabic for Bader, Fawzieh A. Non-­‐Native Speakers

1 1

2 1 3

(Parts 1-­‐3)

Arabic Phrases for Dummies

Bouchentouf, Amine

A Frequency Dictionary of Arabic: Core Vocabulary for Learners Arabic Proverbs

Buckwalter, Tim; Parkinson, 2 Dilworth Burckhardt, John Lewis

1

1

Internet Arabic

Diouri, Mourad

1

Media Arabic

Elgibali, Alaa; Korica, Nevenka

2

Al-­‐Qamoos/The Dictionary

Farah; Karim; Said; Eduard

1

Arabic-­‐English Dictionary (Green) Modern Standard Arabic Grammar

Hans-­‐Wehr

5

Hassanein, Azza

1

Holes, Clive

1

Materials for ARAB 2113

Kelani, Abd al-­‐Rahman

1

The Top 1,000 Words for Understanding Media Arabic The Top 1,300 Words for Understanding Media Arabic Advanced Media Arabic

Kendall, Elizabeth

1

Kendall, Elizabeth

1

Lahlali, El Mustapha

1

How to Write in Arabic

Lahlali, El Mustapha

1

Making Out in Arabic: (Arabic Phrasebook) First Steps in Arabic Grammar

Mansouri, Fethi

1

Mohamed Yasmin; Haron, Muhammed Mohamed Yasmin; Haron, Muhammed Newman, Daniel

1

Odisho, Edward Y.

1

A Coursebook for Reading Arabic News

A Concise Guide

Modern Arabic Structures, Functions, and Varieties

Second Steps in Arabic Grammar Arabic-­‐English Thematic Lexicon Techniques of Teaching Comparative Pronunciation in Arabic and English

1 1

The Oxford Handbook of Arabic Owens, Jonathon Linguistics Oxford Essential Arabic Oxford University Press Dictionary Using Arabic Synonyms Parkinson, Dilworth B.

1

Advanced Arabic Composition: Student Guide A Reference Grammar of Modern Standard Arabic Arabic Writing for Style

Rammuny, Raji M.

1

Ryding, Karen C.

1

Samy, Waheed

1

Fundamentals of Arabic Grammar 501 Arabic Verbs

Sawaie, Mohammed

1

Scheindlin, Raymond

2

Standard Arabic: An elementary-­‐intermediate course Build Your Arabic Vocabulary

Schulz, Eckehard; Krahl, 1 Gunther; Reuschel, Wolfgang Shirwani, Haroon

1

Learn How to Write Arabic Caligraphy The Phonology and Morphology of Arabic Arabic Dictionary & Phrasebook (English-­‐Arabic/Arabic-­‐ English) Arabic Verbs & Essentials of Grammar Easy Arabic Script

Uddin, Omar

1

Watson, Janet C.E.

1

Wightwick, Jane; Gaafar, Mahmoud

1

Wightwick, Jane; Gaafar, Mahmoud Wightwick, Jane; Gaafar, Mahmoud

1

Wightwick, Jane; Gaafar,

1

1 1

Al-­‐Kitaaba Wa al-­‐Osloob

A Step-­‐By-­‐Step Guide to Handwriting

Easy Arabic Reader A Three-­‐Part Text for Beginning

1

Students

Mahmoud

Living Arabic (w/DVD & MP3)

Younes, Munther;

2

Younes, Munther;

2 1

‫ﻣﻠﺨﺺ ﻗﻮﺍاﻋﺪ ﺍاﻟﻠﻐﺔ ﺍاﻟﻌﺮﺑﻴﯿﺔ‬

Younes, Munther; Al-­‐Masri, Hanada Younes, Munther; Weatherspoon, Makda; Foster, Maha Saliba ‫ ﻓﺅؤﺍاﺩد ﻧﻌﻣﺔ‬

‫ﺍاﻟﻣﻧﺟﺩد ﻓﻲ ﺍاﻟﻠﻐﺎﺕت ﻭو ﺍاﻻﻋﻼﻡم‬

1

A Comprehensive Introductory Course

Intermediate Arabic An Integrated Approach

‘Arabiyyat Al-­‐Naas Part 2 ‘Arabiyyat Al-­‐Naas Part 1

1 1

Introduction to Spoken Standard Arabic Alif Baa (Intro to Arabic Letters and Sounds) Al-­‐Kitaab 1 (Textbook for Beginning Arabic) Al-­‐Kitaab 2 (Textbook for Arabic—2nd ed.)

Al-­‐Kitaab 2 (Textbook for Arabic—3rd ed.)

Al-­‐Kitaab 3

Modern Standard Arabic Abed, Sawan

1

Al-­‐Batal, Brustad, Al-­‐Tonsi

1

Al-­‐Batal, Brustad, Al-­‐Tonsi

1

Al-­‐Batal, Brustad, Al-­‐Tonsi

5

Al-­‐Batal, Brustad, Al-­‐Tonsi

4

Al-­‐Batal, Brustad, Al-­‐Tonsi

4

(Textbook for Arabic) Standard Arabic: An advanced course Standard Arabic: An elementary-­‐ intermediate course

Dickins, Watson

1

Eckehard Schulz, Gunther Krahl, Wolfgang 1 Reuschel

Dialect Reference Books Lonely Planet Moroccan Phrasebook and Dictionary Tunisian Dialect Materials

1

1

‫ ﺍاﻟﺩدﻛﺗﺎﺗﻭوﺭرﻳﯾﺔ ﻟﻠﻣﺑﺎﺩدﺋﻳﯾﻥن‬

1

‫ ﺗﺣﺭرﻳﯾﻔﺎﺕت ﺍاﻟﻌﺎﻣﻳﯾﺔ ﻟﻠﻔﺻﺣﻰ‬

1

‘Arabi Liblib (Parts 1-­‐3)

Al Ekhnawy, Kamal; Ali, Jamal

9

Al-­‐Batal, Mahmoud

1

al-­‐Tonsi, Abbas; al-­‐Sawi, Laila

1

al-­‐Tonsi, Abbas; Salim, Heba; Korica, Nevenka; Sullivan

1

Aldrich, Matthew

1

Egyptian Colloquial Arabic for the Advanced Learner

A Dictionary of Idioms Egyptian Arabic-­‐English

An Intensive Course in Egyptian Colloquial Arabic Umm al-­‐Dunya Advanced Egyptian Colloquial Arabic

Egyptian Colloquial Arabic Verbs Conjugation Tables and Grammar

Egyptian Colloquial Arabic Verbs

Aldrich, Matthew

1

AlKalesi, Yasin M.

1

Azban, Ahmad Kamal

1

Bergman, Elizabeth M.

1

Brustad, Kristen E.

1

Chekayri, Abdellah

1

Chouairi, Rajaa; Alosh, Mahdi

1

Cowell, Mark W.

1

Dickinson, Eerik

1

Elihay, J.

3

A Basic Course in Iraqi Arabic

Erwin, Wallace M.

1

A Dictionary of Moroccan Arabic

Harrel, Richard S.; Sobelman, Harvey

1

Holes, Clive

2

Exercise Book

Modern Iraqi Arabic With MP3 Files Diwan Baladna: The Unprecedented Spoken Arabic Dictionary (w/ Audio CDS) Spoken Sudanese Arabic Grammar, Dialogues, and Glossary

The Syntax of Spoken Arabic A comparative study of Moroccan, Egyptian, Syrian, and Kuwaiti dialects

An Introduction to Moroccan Arabic and Culture Shou fi ma fi? Intermediate Levantine Arabic A Reference Grammar of Syrian Arabic With Audio CD Spoken Libyan Arabic (w/Audio CDs) Speaking Arabic (Parts 1-­‐3) A Course in Conversational Eastern Arabic (Palestinian)

Moroccan-­‐English/English-­‐ Moroccan

Colloquial Arabic of the Gulf The Complete Courses for Beginners

Colloquial Palestinian Arabic

Isleem, Nasser M.

1

Louis, Samia

1

Louis, Samia

2

Louis, Samia

1

Louis, Samia

1

Louis, Samia

1

McLoughlin, Leslie

Mughazy, Mustafa

1

An Introduction to the Spoken Dialect

Kallimni ‘Arabi Bishweesh A Beginners’ Course in Spoken Egyptian Arabic (1)

Kallimni ‘Arabi An Intermediate Course in Spoken Egyptian Arabic (2)

Kallimni ‘Arabi Aktar An Upper Intermediate Course in Spoken Egyptian Arabic (3)

Kallimni ‘Arabi Mazboot An Early Advanced Course in Spoken Egyptian Arabic (4)

Kallimni ‘Arabi Fi Kull Haaga A Higher Advanced Course in Spoken Egyptian Arabic (5)

Colloquial Arabic (Levantine) The Complete Course for Beginners

Dardasha Egyptian Arabic Elementary Level

Eastern Arabic: An Introduction Rice, Frank A.; Sa’id, Majed F. to Palestinian Arabic Moroccan Arabic: Shnoo the Sakulich, Aaron Hell is Going On Hnaa

1 1

Novels ‫ ﺭرﻭوﺍاﻳﯾﺎﺕت‬

‫ ﺍاﻟﻣﺅؤﻟﻑف‬ George Orwell J.K. Rowling

‫ﺍاﻟﻌﻧﻭوﺍاﻥن‬ Animal Farm (English\Arabic) Harry Potter

1 1

‫‪ ‬‬

‫‪ ‬‬

‫)‪(Arabic‬‬ ‫‪Sattareh Farman Farmaian ‬‬

‫‪Daughter of Persia 1 ‬‬ ‫‪ 1‬ﺻﺎﺋﺩد ﺍاﻟﺑﻳﯾﺭرﻗﺎﺕت‬

‫‪ ‬ﺃأﻣﻳﯾﺭر ﺗﺎﺝج ﺍاﻟﺳﺭر‬

‫‪ 1‬ﻣﻭوﺳﻡم ﺍاﻟﻬﮭﺟﺭرﺓة ﺇإﻟﻰ ﺍاﻟﺷﻣﺎﻝل‬

‫ﺍاﻟﻁطﻳﯾﺏب ﺻﺎﻟﺢ‬

‫‪ 1‬ﺭرﺍاﺋﺣﺔ ﺍاﻟﺻﺎﺑﻭوﻥن‬

‫‪ ‬ﺍاﻟﻳﯾﺎﺱس ﺧﻭوﺭرﻱي‬

‫‪ 1‬ﺃأﻳﯾﺎﻡم ﺍاﻷﻣﻝل ﻭوﺍاﻟﺣﻳﯾﺭرﺓة‬

‫‪ ‬ﺑﻬﮭﺎء ﻁطﺎﻫﮬﮪھﺭر‬

‫‪ 1‬ﻭوﺍاﺣﺔ ﺍاﻟﻐﺭرﻭوﺏب‬

‫‪ ‬ﺑﻬﮭﺎء ﻁطﺎﻫﮬﮪھﺭر‬

‫‪ 1‬ﻳﯾﺎ ﻣﺻﺭر ﻫﮬﮪھﺎﻧﺕت ﻭوﺑﺎﻧﺕت‬

‫‪ ‬ﺗﻣﻳﯾﻡم ﺍاﻟﺑﺭرﻏﻭوﺷﻲ‬

‫‪ 3‬ﺗﺎﻛﺳﻲ‬

‫‪ ‬ﺧﺎﻟﺩد ﺍاﻟﺧﻣﻳﯾﺳﻲ‬

‫‪ 1‬ﻧﻭوﻥن‬

‫‪ ‬ﺳﺣﺭر ﺍاﻟﻣﻭوﺟﻰ‬

‫‪ 1‬ﺍاﻟﻠﺟﻧﺔ‬

‫‪ ‬ﺻﻧﻊ ﷲ ﺍاﺑﺭرﺍاﻫﮬﮪھﻳﯾﻡم‬

‫‪ 1‬ﺭرﺟﺎﻝل ﻓﻲ ﺍاﻟﺷﻣﺱس‬

‫‪ ‬ﻏﺳﺎﻥن ﻛﻧﻔﺎﻧﻲ‬

‫‪ 1‬ﻣﻭوﺕت ﺳﺭرﻳﯾﺭر ﺭرﻗﻡم ‪١۱٢۲‬‬

‫‪ ‬ﻏﺳﺎﻥن ﻛﻧﻔﺎﻧﻲ‬

‫‪ 1‬ﺑﺎﺏب ﻣﺭرﺍاﻛﺵش‬

‫ﻣﺣﻣﺩد ﻣﺳﻠﻙك‬

‫‪ 1‬ﺃأﻣﺎﻡم ﺍاﻟﻌﺭرﺵش‬

‫‪ ‬ﻧﺟﻳﯾﺏب ﻣﺣﻔﻭوﻅظ‬

‫‪ 1‬ﺣﻛﺎﻳﯾﺔ ﻻ ﺑﺩدﺍاﻳﯾﺔ ﻭوﻻ ﻧﻬﮭﺎﻳﯾﺔ‬

‫‪ ‬ﻧﺟﻳﯾﺏب ﻣﺣﻔﻭوﻅظ‬

‫‪ 1‬ﺃأﻭوﻻﺩد ﺣﺎﺭرﺗﻧﺎ‬

‫‪ ‬ﻧﺟﻳﯾﺏب ﻣﺣﻔﻭوﻅظ‬

‫‪ 1‬ﺍاﻟﻣﺭرﺍاﻳﯾﺎ‬

‫‪ ‬ﻧﺟﻳﯾﺏب ﻣﺣﻔﻭوﻅظ‬ ‫‪ ‬‬

‫ﺷﻌﺭر ‪Poetry‬‬ ‫‪Arabic Poetry 1 ‬‬

‫‪A.J. Arberry‬‬

‫‪A Primer for Students ‬‬

‫‪ 1‬ﻗﺻﺎﺋﺩد ﺃأﻭوﻟﻰ‬

‫‪ ‬ﺃأﺩدﻭوﻧﻳﯾﺱس‬

‫ ﺃأﺩدﻭوﻧﻳﯾﺱس‬

‫ ﺍاﻟﻣﺳﺭرﺡح ﻭوﺍاﻟﻣﺭرﺍاﻳﯾﺎ‬1

‫ ﻋﺑﺩد ﺍاﻟﺭرﺣﻣﻥن ﻳﯾﻭوﺳﻑف‬

‫ ﺍاﻛﺗﺏب ﺗﺎﺭرﻳﯾﺦ ﺍاﻟﻣﺳﺗﻘﺑﻝل‬1

‫ ﻣﺣﻣﻭوﺩد ﺩدﺭرﻭوﻳﯾﺵش‬

‫ ﻓﻲ ﺣﺿﺭرﺓة ﺍاﻟﻐﻳﯾﺎﺏب‬1

‫ ﻧﺯزﺍاﺭر ﻗﺑﺎﻧﻲ‬

Arabian Love Poems (English\Arabic) 1

Prose ‫ﻧﺛﺭر‬ Brosh, Hezi; Mansur, Lutfi Dar Al Magany

Arabic Stories for Language Learners (Arabic/English) WWI (Arabic)

1

Frangieh, Bassam K.

Anthology of Arabic

1

1

Literature, Culture, and Thought from Pre-­‐ Islamic Times to the Present

Husni, Ronak; Newman, Daniel L. Keddie, Nikki R.

Modern Arabic Short Stories

1

A Bilingual Reader

1

Marcus, Scott L.

Modern Iran: Roots & Results of Revolution Music In Egypt

‫ ﺗﻭوﻓﻳﯾﻕق ﺍاﻟﺣﻛﻳﯾﻡم‬

‫ ﺣﺩدﻳﯾﺙث ﻣﻊ ﺍاﻟﻛﻭوﻛﺏب‬

1

1

Children's Books Numbers

‫ﺍاﻷﺭرﻗﺎﻡم‬

Vegetables

‫ﺧﺿﺎﺭر‬

Fruits

‫ﻓﻭوﺍاﻛﻬﮭﺔ‬

Colors

‫ﺍاﻷﻟﻭوﺍاﻥن‬

Animals

‫ﺣﻳﯾﻭوﺍاﻧﺎﺕت‬

Music

‫ﻣﻭوﺳﻳﯾﻘﻰ‬

Jobs

‫ﻭوﻅظﺎﺋﻑف‬

Home

‫ﺑﻳﯾﺕت‬

Sports

‫ﺭرﻳﯾﺎﺿﺎﺕت‬

Opposites

‫ﻣﺗﺿﺎﺩدﺍاﺕت‬

Disney Hasan, Shoqi; Mustafa, Hamdi Hayat Al Mushahir Jirgah, Mohammad Shaker

An Adventure in the USA (Arabic) Nawadir Hojaa for Children: Vol. 1 (Arabic fables) Napoleon (Arabic) Zayneb & The Blackberry Bush (Arabic)

Cooking ‫ ﺍاﻟﻁطﺑﺦ‬ Classic Lebanese Cuisine: 170 Al-­‐Faqih, Kamal Fresh and Healthy Mediterranean Favorites The Arab Table: Recipes and Culinary Traditions

Delights from the Garden of Eden: A Cookbook and a History of the Iraqi Cuisine

Bsisu, May S. Nasrallah, Nawal

Arabic Language Movies Title in English A Citizen, a Detective, and a Thief

Subtitle Option (English Subtitles)

‫ ﻋﻧﻭوﺍاﻥن ﺑﺎﻟﻌﺭرﺑﻲ‬ ‫ ﻣﻭوﺍاﻁطﻥن ﻭوﻣﺧﺑﺭر ﻭوﺣﺭرﺍاﻣﻲ‬

A Glass & a Cigarette A New Day in Old Sana’a A Summer in La Goulette Anwar Sadat (documentary) Bab ‘Aziz (Desert Trilogy Part 3) Between Two Castles Cairo Station Caramel Days and Nights El Sebou’ (documentary) Everything is Fine Fatma Halfaouine, Boy of the Terraces Hassan and Marcus Ibrahim the White Mother of the Bride No Going Back, No Surrendering Rana’s Wedding Satin Rouge Scheherazade, Tell me a Story Secret Files of the Egyptian Revolution (documentary) Struggle on the Nile Tale of the Three Jewels Terrorism and BBQ

(English Subtitles) (English Subtitles) (English Subtitles)

(English Subtitles)

(English Subtitles) (English Subtitles) (English Subtitles) (English Subtitles) (English Subtitles) (English Subtitles) (English Subtitles)

(English Subtitles)

(English Subtitles)

‫ﺳﻳﯾﺟﺎﺭرﺓة ﻭوﻛﺄﺱس‬ ‫ﻳﯾﻭوﻡم ﺟﺩدﻳﯾﺩد ﻓﻲ ﺻﻧﻌﺎء‬ ‫ﺍاﻟﻘﺩدﻳﯾﻣﺔ‬ ‫ﺣﻠﻕق ﺍاﻟﻭوﺍاﺩدﻱي‬ (‫ﺍاﻟﺳﺎﺩدﺍاﺕت )ﻭوﺛﺎﺋﺛﻲ‬ ‫ﺑﺎﺏب ﻋﺯزﻳﯾﺯز‬ ‫ﺑﻳﯾﻥن ﻗﺻﺭرﻳﯾﻥن‬ ‫ﺑﺎﺏب ﺍاﻟﺣﺩدﻳﯾﺩد‬ ‫ﺳﻛﺭر ﺑﻧﺎﺕت‬ ‫ﺃأﻳﯾﺎﻡم ﻭوﻟﻳﯾﺎﻟﻲ‬ (‫ﺍاﻟﺳﺑﻭوﻉع )ﻭوﺛﺎﺋﻘﻲ‬ ‫ﺳﻼﻣﺔ ﻓﻲ ﺧﻳﯾﺭر‬ ‫ﻓﺎﻁطﻣﺔ‬ ‫ﻋﺻﻔﻭوﺭر ﺍاﻟﺳﻁطﺢ‬ ‫ ﺣﺳﻥن ﻭوﻣﺭرﻗﺹص‬ ‫ ﺍاﺑﺭرﺍاﻫﮬﮪھﻳﯾﻡم ﺍاﻷﺑﻳﯾﺽض‬ ‫ﺃأﻡم ﺍاﻟﻌﺭرﻭوﺳﺔ‬ ‫ﻻ ﺗﺭرﺍاﺟﻊ ﻭوﻻ ﺍاﺳﺗﺳﻼﻡم‬ ‫ﺍاﻟﻘﺩدﺱس ﻓﻲ ﻳﯾﻭوﻡم ﺍاﺧﺭر‬

(English Subtitles) (English Subtitles)

‫ ﺇإﺣﻛﻲ ﻳﯾﺎ ﺷﻬﮭﺭرﺯزﺍاﺩد‬

‫ﺍاﻟﻣﻠﻔﺎﺕت ﺍاﻟﺳﺭرﻳﯾﺔ ﻟﻠﺛﻭوﺭرﺓة‬ (‫ﺍاﻟﻣﺻﺭرﻳﯾﺔ )ﻭوﺛﺎﺋﻘﻲ‬

(English Subtitles) (English Subtitles)

‫ﺻﺭرﺍاﻉع ﻓﻲ ﺍاﻟﻧﻳﯾﻝل‬ ‫ﺣﻛﺎﻳﯾﺔ ﺍاﻟﺟﻭوﺍاﻫﮬﮪھﺭر ﺍاﻟﺛﻼﺙث‬

(English Subtitles)

‫ ﺍاﻻﺭرﻫﮬﮪھﺎﺏب ﻭوﺍاﻟﻛﺑﺎﺏب‬

The Dove’s Lost Necklace (Desert Trilogy Part 2) The Embassy in the Building The Emigrant The Message: The Story of Islam The Yacoubian Building This is Chaos Under the Bombs Up (Arabic) Wanderers of the Desert (Desert Trilogy Part 1) Where Do We Go Now?

(English Subtitles)

‫ ﺍاﻟﺳﻔﺎﺭرﺓة ﻓﻲ ﺍاﻟﻌﻣﺎﺭرﺓة‬

(English Subtitles)

‫ ﺍاﻟﻣﻬﮭﺎﺟﺭر‬ ‫ﺍاﻟﺭرﺳﺎﻟﺔ‬

(English Subtitles)

‫ﻋﻣﺎﺭرﺓة ﻳﯾﻌﻘﻭوﺑﻳﯾﺎﻥن‬

(English Subtitles)

‫ ﻫﮬﮪھﻲ ﻓﻭوﺿﻰ‬ ‫ﺗﺣﺕت ﺍاﻟﻘﺻﻑف‬

(English Subtitles)

(English Subtitles)

‫ﺍاﻟﻬﮭﺎﺋﻣﻭوﻥن‬

(English Subtitles)

‫ﻭوﻫﮬﮪھﻸ ﻟﻭوﻳﯾﻥن؟‬

English Language Movies

‫ﻁطﻭوﻕق ﺍاﻟﺣﻣﺎﻣﺔ ﺍاﻟﻣﻔﻘﻭوﺩد‬

Afghan Star (documentary)

Amreeka (documentary)

Arranged

Control Room (documentary)

Egypt … Story of Eternity (documentary) The Arab-­‐American Comedy Tour

The Message: The Story of Islam

Veiled Voices (documentary)

Alif Baa Best of Om Kolthum Dialogue of Civilization Hamza Insan Khil Khal Living Skin Novice/Intermediate Reading Materials Om Kolthum/‫ﺍاﻡم ﻛﻠﺛﻭوﻡم‬ Palestinian Folk Tales Speaking Arabic Spoken Libyan Reader Wadea Al Safey

‫ ﺍاﻛﺩدﺏب ﻋﻠﻳﯾﻙك‬ ‫ﺧﻁطﺎﺏب ﺍاﻟﺭرﺋﻳﯾﺱس ﺑﺎﻟﻛﻧﻳﯾﺳﺕت‬ ‫ ﺍاﻹﺳﺭرﺍاﺋﻳﯾﻝل‬ ‫ﺧﻁطﺏب ﺍاﻟﺭرﺋﻳﯾﺱس ﺍاﻟﺭرﺣﺎﻝل‬ ‫ ﺟﻣﺎﻝل ﻋﺑﺩد ﺍاﻟﻧﺎﺻﺭر‬ ‫ ﻣﺑﺎﺩدﺭرﺓة ﺍاﻟﺫذﻫﮬﮪھﺎﺏب ﻟﻠﻛﻧﻳﯾﺳﺕت‬ ‫ ﻣﺣﻣﺩد ﻋﺑﺩد ﺍاﻟﻭوﺍاﻫﮬﮪھﺏب‬ ‫ ﻣﻥن ﻛﻝل ﺑﺳﺗﺎﻥن‬

CDs Brustad; Al-­‐Batal; Al-­‐ Tonsi

Mohamed Khatani

1 1 1

Macadi Nahhaus Saleh National Foreign Language Center

Minerva Publishing Dunwoody Press

1 1 1 1

‫ ﻭوﺭرﺩدﺓة‬

1 1

1

‫ ﻭوﺭرﺩدﺓة‬

1 1 1

1 1 1 1 1

Online Resources Aswaat Arabiyya http://www.laits.utexas.edu/aswaat

Provides listening materials intended for beginning to advanced-­‐level students. Also allows the viewer to slow the speed of the video for increased

comprehension.

Natural Arabic Learn MSA through http://naturalarabic.com/ newspaper articles for $8/month http://arabic.desert-­‐sky.net/ Provides grammar lessons and extensive lists of vocabulary, expressions, and idioms in MSA and Egyptian Colloquial http://egyptianarabiccourse.blogspot.com/ Teaches Egyptian Colloquial Arabic through popular Egyptian songs

BBC Araabic

http://www.bbc.co.uk/arabic/ Al-­‐Jazeera

http://www.aljazeera.net/portal ICFlix Allows the user to http://icflix.com watch hundreds of Arabic movies for free. http://www.arabiconline.eu EU-­‐sponsored online course for learning beginning Arabic.

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â&#x20AC;&#x153;For accommodation on the basis of disability, please contact the Language Learning Center at 325-1352.

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2014-2015

National Security Education Program The National Security Education Program (NSEP) is designed to build a broader and more qualified pool of U.S. citizens with foreign language and international skills. Established by Congress in 1991, NSEP consists of multiple initiatives, including Boren Scholarships, Boren Fellowships, and the Language Flagship. Boren Scholarships and Fellowships provide funding for U.S. undergraduate and graduate students to study the languages and cultures of Africa, Asia, Central & Eastern Europe, Eurasia, Latin America, and the Middle East.

Boren Scholarships

Boren Fellowships

Eligibility:

• Undergraduate student matriculated in U.S. college or university • Planning to study abroad in an eligible world region • U.S. Citizen

• Matriculated in, or applying to, a U.S. graduate program • Planning to study an eligible world region and language • U.S. Citizen

Funding:

$20,000 for a full academic year $10,000 per semester $8,000 for summer (8+ weeks)

$24,000 for overseas study $30,000 for a combination of domestic and overseas study

Length:

Full academic year or semester programs are open to all applicants.

Summer awards are only available to students in science, technology, engineering or mathematics.

Maximum domestic and overseas funding period is 2 years.

Overseas study must be a minimum of 12 weeks and preference will be given to programs of 6-12 months.

Language:

Proposed program must include formal study of an appropriate foreign language

Proposed program must include formal study of an appropriate foreign language

Deadlines:

February 4, 2015 *Campus representatives will set earlier, on-campus deadlines

January 27, 2015

Service: NSEP enhances the capacity of the federal sector to deal effectively with the challenging global issues of the 21st century. In exchange for financial support, Boren Scholars and Fellows commit to working in the federal government for at least one year after graduation in a position with national security responsibilities. NSEP's Service Requirement is the cornerstone of the Boren Awards program, and the Departments of Defense, Homeland Security, and State, or any element of the Intelligence Community are priority agencies in which to fulfill service.

If an award recipient demonstrates to NSEP that no appropriate position is available in one of these agencies, (s)he must seek to fulfill the requirement in a position with national security responsibilities in any federal department or agency. Approval of service outside of a priority agency is contingent upon satisfactory demonstration of a full and good faith effort in accordance with conditions established by NSEP. Securing federal employment is incumbent upon the award recipient.

The federal government is always hiring. For examples of currently-posted federal jobs and a list of Frequently Asked Questions about the NSEP Service Requirement, visit borenawards.org.

All applications are available online at

BorenAwards.org

Boren gives preference to applicants who are committed to government service and applying for countries, languages, and fields of study that are critical to U.S. national security. Applications for non-preferred areas should make a compelling case that such study will contribute to U.S. national security and the goals of the Boren program.

Commitment to Government Service Preference will be given to applicants who demonstrate a desire for a career with the federal government.

Preferred Countries Europe/Eurasia Nigeria* Philippines Russia Albania Rwanda Sri Lanka Serbia Armenia Senegal Taiwan Slovakia Azerbaijan Sierra Leone Thailand Slovenia Belarus South Africa Timor-Leste Tajikistan Bosnia and Tanzania Vietnam Turkey Herzegovina Uganda Ukraine Africa Bulgaria Uzbekistan Angola Latin America Croatia Asia Argentina Benin Czech Republic Bangladesh Brazil Cape Verde Georgia Cambodia Chile Congo, Dem. Rep. of the* Hungary Congo, Rep. of the China Colombia Kazakhstan Eritrea* India Cuba Kosovo Ethiopia Indonesia El Salvador Kyrgyzstan Ghana Japan Guatemala Macedonia Kenya Korea, South Haiti Moldova Mali* Malaysia Honduras* Montenegro Liberia Nepal Mexico Poland Mozambique Pakistan* Nicaragua Romania * Given the current security situation, we do not anticipate making awards to these countries in

Albanian African Languages Akan/Twi Amharic Arabic (and dialects) Armenian Azerbaijani Bahasa Indonesian Bambara Belarusian Bengali Bosnian

Bulgarian Cambodian Cantonese Croatian Czech Gan Georgian Haitian Hausa Hebrew Hindi Hungarian Japanese

Agricultural and Food Sciences Area Studies Engineering and Sciences (including: biology, chemistry, physics, environmental science, mathematics)

Preferred Languages Javanese Kanarese Kazakh Khmer Korean Kurdish Kyrgyz Lingala Macedonian Malay Malayalam Mandarin Moldovan Preferred Fields of Study Business and Economics Computer and Information Sciences Foreign Languages Health and Biomedical Science History

Pashto Persian Polish Portuguese Punjabi Romanian Russian Serbian Sinhala Slovak Slovenian Swahili Tagalog

Panama Peru Venezuela Middle East Algeria Bahrain Egypt Israel Jordan Kuwait Lebanon* Morocco Oman Qatar Saudi Arabia Tunisia United Arab Emirates Yemen* 2015.

Tajik Tamil Telegu Thai Turkmen Turkish Uighur Ukrainian Urdu Uzbek Vietnamese Wolof Yoruba Zulu

International Affairs Law, Political Science, & Public Policy Studies Social Sciences (including: anthropology, psychology, sociology

Preferred Length of Study Boren highly values cultural and linguistic immersion overseas. Therefore, preference will be given to Boren applicants proposing full academic year study overseas.

For more information, contact: Boren Awards, Institute of International Education, 1400 K Street NW, 7th Floor, Washington, DC 20005 1-800-618-NSEP â&#x2014;? boren@iie.org â&#x2014;? www.borenawards.org

National Security Education Program Service Requirement Overview

Federal service is the cornerstone of the Boren Awards program. All recipients of a Boren Scholarship or Fellowship accept a Service Requirement to work for the federal government in the national security arena.

Award recipients are not guaranteed a federal job after graduationâ&#x20AC;&#x201D;they must secure a position themselves.

The NSEP Service Requirement stipulates that an award recipient work in the federal government in a position with national security responsibilities. The Departments of Defense, Homeland Security, and State, or any element of the Intelligence Community are priority agencies. If an award recipient demonstrates to NSEP that no appropriate position is available in one of these agencies, the award recipient must seek to fulfill the requirement in a position with national security responsibilities in any federal department or agency. Approval of service outside of a priority agency is contingent upon satisfactory demonstration of a full and good faith effort in accordance with conditions established by NSEP. The duration of the NSEP Service Requirement is one year or the duration of assistance provided under the program, whichever is longer.

Boren Scholars must begin fulfilling the NSEP Service Requirement within three years of graduation; Boren Fellows must begin fulfilling the NSEP Service Requirement within two years of graduation. Even though there is no guaranteed job for award recipients after graduation, the vast majority fulfill their service obligation within a year of their service deadlines.

Service Locations

Many NSEP Award recipients have worked in the following priority agencies. Work in these offices will always fulfill the service requirement.

Department of Defense Department of Homeland Security

Department of State U.S. Intelligence Community (17 agencies)

In addition, NSEP Award recipients have fulfilled their service in appropriate offices within the following additional agencies, among many others. This list is not intended to be comprehensive or exhaustive. Work in these offices is evaluated on a case-by-case basis, and it should not be assumed that work for any of the listed organizations will count in fulfillment of the Service Requirement.

Centers for Disease Control and Prevention Department of Energy Department of Justice Department of Labor Department of the Treasury, Office of International Affairs Department of Veterans Affairs Environmental Protection Agency Executive Office of the President Federal Reserve System Foreign Agricultural Service International Trade Administration Library of Congress

Updated October 2013

Millennium Challenge Corporation National Aeronautics & Space Administration National Oceanic and Atmospheric Association Office of the U.S. Trade Representative Peace Corps U.S. Agency for International Development U.S. Institute of Peace U.S. House of Representatives U.S. Senate White House

Examples of Fulfillment

• After participating in Army ROTC as an undergraduate and pursuing a juris doctorate, a Boren Fellow is an attorney with the Judge Advocates Corps, ensuring Army compliance with domestic, foreign, and international laws, regulations, and policy in operations and mission planning.

• Inspired by studying in Vietnam, a Boren Scholar is now enrolled in the Johns Hopkins School of Nursing and is a Nursing Technician on a medical-surgical ward with the Department of Veteran’s Affairs, caring for veterans suffering from ailments such as diabetes, dementia, and multiple sclerosis.

• After working at the U.S. Agency for International Development (USAID), Europe and Eurasia Bureau, a Boren Fellow works at the Executive Office of the President, Office of Management and Budget managing budget requests for several State Depart, USAID, and Treasury Department foreign assistance accounts.

• As a Public Assistance Specialist with FEMA Corps, a Boren Scholar works with New Jersey state and local governments to rebuild community facilities damaged by Hurricane Sandy. FEMA Corps is a partnership between the Federal Emergency Management Agency (FEMA) and AmeriCorps.

• As a Research Analyst with the Conflict Records Research Center (CRRC) at the National Defense University, a Boren Fellow utilizes the culture and language skills gained while studying in Jordan to translate and catalog documents related to al-Qaeda and associated movements.

• After doing work as a Southeast Asia foreign media analyst with federal contractor Concepts and Strategies, a Boren Scholar is currently identifying financial threats and issues that could endanger the security of the U.S. as an intelligence analyst with the Department of Treasury.

While it is the recipient’s responsibility to find government employment, there are a number of resources available to facilitate the process: • • • •

NSEP staff is available to assist Boren Scholars and Fellows in their job search efforts.

NSEPnet (nsepnet.org) allows Boren recipients to view job postings, post their resume, connect with potential federal employers, and receive application tips.

The Boren Forum (borenforum.org) is an NSEP alumni network that sponsors an online message board and job postings, professional and social events, a newsletter, and an annual job information session.

Several special hiring authorities, including Schedule A(r) and NDAA FY 13, Section 1101 Legislation, aid Boren recipients in the federal hiring process.

Boren Scholars and Fellows should also use other widely available employment resources, such as college and university career offices and usajobs.gov.

Boren Scholarships and Fellowships National Security Education Program P.O. Box 20010 Arlington, VA 22205 1-703-696-1991 · nsep@nsep.gov Updated October 2013

SELF-ASSESSMENT OF SPEAKING PROFICIENCY The following Self-Assessment of Speaking Ability is intended to guide those who have not taken a U.S. Government-sponsored speaking test. It will produce an estimate of your speaking ability and is in no way a replacement for the existing ILR Skill Level Descriptions.

Please respond “yes” or “no.”

To estimate your rating, start a Level 1 and see how many times you answered “yes.” If you answered “yes” to each statement in the level, move on to the next level. If you answered “no” to one or more statements, then you are not at that level.

If you answered “yes” to all the statements at a level, but at the next level you have a mixture of “yes” and “no” answers, then you may be at the plus level. For example, if you answered “yes” to all the statements at Level 1, but have a mixture of responses at Level 2, you may be at Level 1+ in speaking, provided that you had more “yes” answers than “no” at Level 2.

SELF-APPRAISAL OF SPEAKING PROFICIENCY

S-1

S-2

I can tell/ask someone how to get from here to a nearby hotel, restaurant, or post office.

I can order a simple meal.

I can arrange for a hotel room or taxi ride.

I can buy a needed item such as bus or train ticket, groceries, or clothing.

I can ask and answer simple questions about date and place of birth, nationality, marital status, occupation, etc.

I can make social introductions and use greeting and leave-taking expressions.

I can handle conversations about familiar topics in an organized way.

I can produce speech with some organization on familiar topics that extend beyond my daily routine.

I can describe my present or most recent job or activity in some detail.

I can give detailed information about my family, my house, and my

Yes

No

community.

I can interview an employee, or arrange for special services (taking care of details such as salary, qualifications, hours, specific duties).

S-3

I can give a brief autobiography including immediate plans and hopes.

I feel confident that when I talk with native speakers on topics such as those mentioned above, they understand me most of the time.

I can take and give simple messages over the telephone, or leave a message on voice mail.

I can describe in detail a person or place that is very familiar to me.

I can report the facts of what I have seen recently on television news or read in the newspaper.

I can talk about a trip or some other everyday event that happened in the recent past or that will happen soon.

I feel that I have a professional command, rather than just a practical one, of the language.

There are few grammatical features of the language that I try to avoid.

I rarely find myself unable to finish a sentence because of linguistic limitations (grammar or vocabulary).

I find it easy to follow and contribute to a conversation among native speakers.

I can speak to a group of educated native speakers on a professional subject and be sure I am communicating what I want to, without obviously irritating them linguistically.

I can, on a social occasion, defend personal opinions about social and cultural topics.

I can cope with difficult situations such as broken-down plumbing, an undeserved traffic ticket, or a serious social or diplomatic blunder made by a colleague or me.

I can use the language to speculate at length about abstract topics such as how some change in history or the course of human events would have affected my life or civilization.

In professional discussions, my vocabulary is extensive and precise enough to enable me to convey my exact meaning.

I am able to adjust my speech to suit my audience, whether I am talking to university professors, close friends, employees, or others.

Yes

S-4 I consistently use the language in a sophisticated and nuanced way to effectively communicate with great precision.

I practically never make a grammatical mistake.

I can carry out any job assignment as effectively as if in my native language.

I can persuade someone effectively to take a course of action in a sensitive situation such as to improve his/her health, reverse a decision or establish a policy.

No

I can prepare and give a lecture at a professional meeting about my area of specialization and debate complex aspects with others.

I naturally integrate appropriate cultural and historical references in my speech.

I can eloquently represent a point of view other than my own.

I can lead the direction of the discussion (friendly, controversial, collaborative).

S-5 My language proficiency is functionally equivalent to that of a highly articulate well-educated native speaker and reflects the cultural standards of a country where the language is natively spoken.

I can use the language with complete flexibility and intuition, so that speech on all levels is fully accepted by well-educated native speakers in all of its features, including breadth of vocabulary and idiom, colloquialisms, and pertinent cultural references.

My pronunciation is typically consistent with that of well-educated, highly articulate native speakers of a standard dialect.

My vocabulary is extensive and precise, allowing me to consistently convey complex ideas and details.

SELF-ASSESSMENT OF READING PROFICIENCY The following Self-Assessment of foreign language Reading Ability is intended to serve as a guide for people who have not taken a U.S. Government-sponsored reading test but would like to have a rough estimate of their proficiency. The self-assessment questionnaire will produce an estimate of your current foreign language reading ability but is in no way intended to be a replacement for the existing ILR Skill Level Descriptions.

Important: The term read as used in this self-assessment always means “read and understand the meaning.” It does not refer in any way to the ability to read aloud without comprehension. The term text refers to any example of language presented in the writing system of the language, including advertisements, weather reports, news articles, letters, lengthy essays, and literary works, among others.

For all texts at a level, it is not necessary to know all the words or understand all the details of the texts listed for that level, but it is necessary to perform the functional tasks described for the level at the indicated level of accuracy.

To estimate your level of proficiency, start at the lowest level (R-0+) and respond to each statement. For each statement, respond “yes” or “no.” If a statement describes your ability only some of the time, or only in some contexts, you should answer “no.” If you answer “yes” to every statement in the level, your ability is probably at least at that level.

Move on to the descriptions at the next level. If you answer “no” to one or more statements, then you are likely not at that level.

If you answer “yes” to all the statements at one level, and have a majority of “yes” answers at the next higher level, then you may be at a “plus” level. For example, if you answer “yes” to all the statements at Level 1, but have a mixture of responses at Level 2 (almost all “yes” answers), your self-assessed ability may be at Level 1+.

Note to the user: This self-assessment instrument is posted by the ILR in provisional form for personal use by any interested individual. The final version will be posted after one year. Please send any comments or suggestions for improving the form by no later than February 15, 2010, to Dr. Frederick H. Jackson (fjackson@nflc.org).

SELF-ASSESSMENT OF READING PROFICIENCY R-0+

R-0+

R-1

R-1 R-1

R-2

R-2

R-2 R-2

R-2

R-3

R-3

R-3

As appropriate for the language, I can recognize and identify all the letters in the printed version of an alphabetic writing system (in languages like English, Spanish, Finnish, Russian, Greek, Vietnamese) or the elements of a syllable-based writing system (such as in Japanese kana, Korean hangul, Hebrew, Arabic, Amharic, Thai, or Hindi) or some commonly occurring characters in a character system (Chinese, Japanese kanji, Korean hanja.)

I can read some isolated words and phrases, such as numbers and commonplace names, that I see on signs, menus, and storefronts, and in simple everyday material such as advertisements and timetables.

I can understand the purpose and main meaning of very short, simple texts, such as in printed personal notes, business advertisements, public announcements, maps, etc.

I can understand simple instructions, such as in very straightforward street directions.

I can understand very short simple written descriptions of some familiar persons, places, and things, like those found in many tourist pamphlets.

I can understand texts that consist mainly of straightforward factual language, such as short news reports of events, biographical information, descriptions, or simple technical material.

I can understand the main idea and some details of clearly organized short straightforward texts about places, people, and events that I am familiar with.

I can understand very straightforward reports about current and past events.

I can understand simple typed correspondence in familiar contexts, including descriptions of events, feelings, wishes and future plans.

I can usually understand the main ideas of authentic prose on topics I am familiar with, either because they pertain to my work experience or to topics I am interested in.

I can usually read and understand all of the material in a major daily newspaper published in a city or country with which I am familiar.

In reading a newspaper or magazine that contains editorial or opinion content, I can â&#x20AC;&#x153;read between the linesâ&#x20AC;? and understand meanings that are not directly stated.

I can understand the authorâ&#x20AC;&#x2122;s intent and follow the line of reasoning in texts that include hypothesis, persuasion, supported opinion or argument for a position (e.g., editorials,

Yes

No

R-3 R-3

R-4

R-4 R-4

R-4

R-4

R-4

debates, and op-ed pieces) with little or no use of a dictionary.

I can understand contemporary expository essays and recent literary prose with little or no use of a dictionary,.

I can understand the main ideas and important details of almost all material written within my particular professional field or area of primary interest (e.g., reports, analyses, letters, arguments, etc.).

I am able to read fluently and accurately all styles and forms of the language pertinent to professional needs or personal interest without reference to a dictionary,.

I can understand long and complex analyses, factual reports, and literary texts.

I can understand both the meaning and the intent of most uses of idioms, cultural references, word play, sarcasm, and irony in even highly abstract and culturally â&#x20AC;&#x153;loadedâ&#x20AC;? texts.

I can understand language that has been especially adjusted for different situations, audiences or purposes, such as a political essay, humorous anecdote or joke, sermon, or inflammatory broadside, and I can appreciate distinctions in style.

I can read virtually all forms of the written language, including abstract, linguistically complex texts such as specialized articles, essays and literary works, including prose works from earlier periods recognized as masterpieces.

I can read reasonably legible handwriting without difficulty

ACTFL

PROFICIENCY GUIDELINES

2012

AMERICAN COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES 1001 N. FAIRFAX ST., SUITE 200 | ALEXANDRIA, VA 22314 ph

703-894-2900 |

fax

703-894-2905 | www.actfl.org

1 | ACTFL PROFICIENCY GUIDELINES 2012 © ACTFL, INC., 2012

ACKNOWLEDGMENTS ACTFL is deeply indebted to the many individuals who contributed to the previous editions of the Proficiency Guidelines.

In addition, ACTFL wishes to acknowledge the principal authors and editors of this 3rd Edition of the Proficiency Guidelines: Elvira Swender, Daniel J. Conrad, and Robert Vicars; and the invaluable contributions of the project consultants: Mahdi Alosh, Karen Breiner-Sanders, Ray T. Clifford, Helen Hamlyn, David Hiple, Judith Liskin-Gasparro, Pardee Lowe, Jr., Cynthia Martin, Karl F. Otto, Jr., Benjamin Rifkin, Mildred Rivera-Martinez, and Erwin Tschirner.

Finally, ACTFL is most appreciative of the comments and feedback from the many members of the profession who contributed generously of their time and expertise in reviewing earlier drafts of this document.

The ACTFL Proficiency Guidelines 2012 may be used for non-profit, educational purposes only, provided that they are reproduced in their entirety, with no alterations, and with credit to ACTFL.

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General Preface to the ACTFL Proficiency Guidelines 2012 The ACTFL Proficiency Guidelines are descriptions of what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context. For each skill, these guidelines identify five major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and Novice. The major levels Advanced, Intermediate, and Novice are subdivided into High, Mid, and Low sublevels. The levels of the ACTFL Guidelines describe the continuum of proficiency from that of the highly articulate, well-educated language user to a level of little or no functional ability.

These Guidelines present the levels of proficiency as ranges, and describe what an individual can and cannot do with language at each level, regardless of where, when, or how the language was acquired.

Together these levels form a hierarchy in which each level subsumes all lower levels. The Guidelines are not based on any particular theory, pedagogical method, or educational curriculum. They neither describe how an individual learns a language nor prescribe how an individual should learn a language, and they should not be used for such purposes. They are an instrument for the evaluation of functional language ability.

The ACTFL Proficiency Guidelines were first published in 1986 as an adaptation for the academic community of the U.S. Governmentâ&#x20AC;&#x2122;s Interagency Language Roundtable (ILR) Skill Level Descriptions.

This third edition of the ACTFL Proficiency Guidelines includes the first revisions of Listening and Reading since their original publication in 1986, and a second revision of the ACTFL Speaking and Writing Guidelines, which were revised to reflect real-world assessment needs in 1999 and 2001 respectively.

New for the 2012 edition are the addition of the major level of Distinguished to the Speaking and Writing Guidelines, the division of the Advanced level into the three sublevels of High, Mid, and Low for the Listening and Reading Guidelines, and the addition of a general level description at the Advanced, Intermediate, and Novice levels for all skills.

Another new feature of the 2012 Guidelines is their publication online, supported with glossed terminology and annotated, multimedia samples of performance at each level for Speaking and Writing, and examples of oral and written texts and tasks associated with each level for Reading and Listening.

The direct application of the ACTFL Proficiency Guidelines is for the evaluation of functional language ability. The Guidelines are intended to be used for global assessment in academic and workplace settings.

However, the Guidelines do have instructional implications. The ACTFL Proficiency Guidelines underlie the development of the ACTFL Performance Guidelines for K-12 Learners (1998) and are used in conjunction with the National Standards for Foreign Language Learning (1996, 1998, 2006) to describe how well students meet content standards. For the past 25 years, the ACTFL Guidelines have had an increasingly profound impact on language teaching and learning in the United States.

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ACTFL

PROFICIENCY GUIDELINES

2012

– SPEAKING

Preface The ACTFL Proficiency Guidelines 2012 – Speaking describe five major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and Novice. The description of each major level is representative of a specific range of abilities. Together these levels form a hierarchy in which each level subsumes all lower levels. The major levels Advanced, Intermediate, and Novice are divided into High, Mid, and Low sublevels.

The Guidelines describe the tasks that speakers can handle at each level, as well as the content, context, accuracy, and discourse types associated with tasks at each level. They also present the limits that speakers encounter when attempting to function at the next higher major level.

These Guidelines can be used to evaluate speech that is either Interpersonal (interactive, two-way communication) or Presentational (one-way, non-interactive).

The written descriptions of speaking proficiency are accompanied online by speech samples illustrating the features of each major level.

The ACTFL Proficiency Guidelines 2012 – Speaking may be used for non-profit, educational purposes only, provided that they are reproduced in their entirety, with no alterations, and with credit to ACTFL.

DISTINGUISHED Speakers at the Distinguished level are able to use language skillfully, and with accuracy, efficiency, and effectiveness. They are educated and articulate users of the language. They can reflect on a wide range of global issues and highly abstract concepts in a culturally appropriate manner. Distinguished-level speakers can use persuasive and hypothetical discourse for representational purposes, allowing them to advocate a point of view that is not necessarily their own. They can tailor language to a variety of audiences by adapting their speech and register in ways that are culturally authentic.

Speakers at the Distinguished level produce highly sophisticated and tightly organized extended discourse. At the same time, they can speak succinctly, often using cultural and historical references to allow them to say less and mean more. At this level, oral discourse typically resembles written discourse.

A non-native accent, a lack of a native-like economy of expression, a limited control of deeply embedded cultural references, and/or an occasional isolated language error may still be present at this level.

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ACTFL Proficiency Guidelines 2012

– SPEAKING

SUPERIOR Speakers at the Superior level are able to communicate with accuracy and fluency in order to participate fully and effectively in conversations on a variety of topics in formal and informal settings from both concrete and abstract perspectives. They discuss their interests and special fields of competence, explain complex matters in detail, and provide lengthy and coherent narrations, all with ease, fluency, and accuracy. They present their opinions on a number of issues of interest to them, such as social and political issues, and provide structured arguments to support these opinions. They are able to construct and develop hypotheses to explore alternative possibilities.

When appropriate, these speakers use extended discourse without unnaturally lengthy hesitation to make their point, even when engaged in abstract elaborations. Such discourse, while coherent, may still be influenced by language patterns other than those of the target language. Superior-level speakers employ a variety of interactive and discourse strategies, such as turn-taking and separating main ideas from supporting information through the use of syntactic, lexical, and phonetic devices.

Speakers at the Superior level demonstrate no pattern of error in the use of basic structures, although they may make sporadic errors, particularly in low-frequency structures and in complex high-frequency structures. Such errors, if they do occur, do not distract the native interlocutor or interfere with commu­nication.

ADVANCED Speakers at the Advanced level engage in conversation in a clearly participatory manner in order to communicate information on autobiographical topics, as well as topics of community, national, or international interest. The topics are handled concretely by means of narration and description in the major times frames of past, present, and future. These speakers can also deal with a social situation with an unexpected complication. The language of Advanced-level speakers is abundant, the oral paragraph being the measure of Advanced-level length and discourse. Advanced-level speakers have sufficient control of basic structures and generic vocabulary to be understood by native speakers of the language, including those unaccustomed to non-native speech.

Advanced High Speakers at the Advanced High sublevel perform all Advanced-level tasks with linguistic ease, confidence, and competence. They are consistently able to explain in detail and narrate fully and accurately in all time frames. In addition, Advanced High speakers handle the tasks pertaining to the Superior level but cannot sustain performance at that level across a variety of topics. They may provide a structured argument to support their opinions, and they may construct hypotheses, but patterns of error appear. They can discuss some topics abstractly, especially those relating to their particular interests and special fields of expertise, but in general, they are more comfortable discussing a variety of topics concretely.

Advanced High speakers may demonstrate a well-developed ability to compensate for an imperfect grasp of some forms or for limitations in vocabulary by the confident use of communicative strategies, such as paraphrasing, circumlocution, and illustration. They use precise vocabulary and intonation to express meaning and often show great fluency and ease of speech. However, when called on to perform the complex tasks associated with the Superior level over a variety of topics, their language will at times break down or prove inadequate, or they may avoid the task altogether, for example, by resorting to simplification through the use of description or narration in place of argument or hypothesis.

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Advanced Mid Speakers at the Advanced Mid sublevel are able to handle with ease and confidence a large number of communicative tasks. They participate actively in most informal and some formal exchanges on a variety of concrete topics relating to work, school, home, and leisure activities, as well as topics relating to events of current, public, and personal interest or individual relevance.

Advanced Mid speakers demonstrate the ability to narrate and describe in the major time frames of past, present, and future by providing a full account, with good control of aspect. Narration and description tend to be combined and interwoven to relate relevant and supporting facts in connected, paragraph-length discourse.

Advanced Mid speakers can handle successfully and with relative ease the linguistic challenges presented by a complication or unexpected turn of events that occurs within the context of a routine situation or communicative task with which they are otherwise familiar. Communicative strategies such as circumlocution or rephrasing are often employed for this purpose.

The speech of Advanced Mid speakers performing Advanced-level tasks is marked by substantial flow. Their vocabulary is fairly extensive although primarily generic in nature, except in the case of a particular area of specialization or interest. Their discourse may still reflect the oral paragraph structure of their own language rather than that of the target language.

Advanced Mid speakers contribute to conversations on a variety of familiar topics, dealt with concretely, with much accuracy, clarity and precision, and they convey their intended message without misrepresentation or confusion. They are readily understood by native speakers unaccustomed to dealing with non-natives. When called on to perform functions or handle topics associated with the Superior level, the quality and/or quantity of their speech will generally decline.

Advanced Low Speakers at the Advanced Low sublevel are able to handle a variety of communicative tasks. They are able to participate in most informal and some formal conversations on topics related to school, home, and leisure activities. They can also speak about some topics related to employment, current events, and matters of public and community interest.

Advanced Low speakers demonstrate the ability to narrate and describe in the major time frames of past, present, and future in paragraph-length discourse with some control of aspect. In these narrations and descriptions, Advanced Low speakers combine and link sentences into connected discourse of paragraph length, although these narrations and descriptions tend to be handled separately rather than interwoven. They can handle appropriately the essential linguistic challenges presented by a complication or an unexpected turn of events.

Responses produced by Advanced Low speakers are typically not longer than a single paragraph. The speakerâ&#x20AC;&#x2122;s dominant language may be evident in the use of false cognates, literal translations, or the oral paragraph structure of that language. At times their discourse may be minimal for the level, marked by an irregular flow, and containing noticeable self-correction. More generally, the performance of Advanced Low speakers tends to be uneven.

Advanced Low speech is typically marked by a certain grammatical roughness (e.g., inconsistent control of verb endings), but the overall performance of the Advanced-level tasks is sustained, albeit minimally. The vocabulary of Advanced Low speakers often lacks specificity. Nevertheless, Advanced Low speakers are able to use communicative strategies such as rephrasing and circumlocution.

Advanced Low speakers contribute to the conversation with sufficient accuracy, clarity, and precision to convey their intended message without misrepresentation or confusion. Their speech can be understood by native speakers unaccustomed to dealing with non-natives, even though this may require some repetition or restatement. When attempting to perform functions or handle topics associated with the Superior level, the linguistic quality and quantity of their speech will deteriorate significantly.

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ACTFL Proficiency Guidelines 2012

– SPEAKING

INTERMEDIATE Speakers at the Intermediate level are distinguished primarily by their ability to create with the language when talking about familiar topics related to their daily life. They are able to recombine learned material in order to express personal meaning. Intermediatelevel speakers can ask simple questions and can handle a straightforward survival situation. They produce sentence-level language, ranging from discrete sentences to strings of sentences, typically in present time. Intermediate-level speakers are understood by interlocutors who are accustomed to dealing with non-native learners of the language.

Intermediate High Intermediate High speakers are able to converse with ease and confidence when dealing with the routine tasks and social situations of the Intermediate level. They are able to handle successfully uncomplicated tasks and social situations requiring an exchange of basic information related to their work, school, recreation, particular interests, and areas of competence.

Intermediate High speakers can handle a substantial number of tasks associated with the Advanced level, but they are unable to sustain performance of all of these tasks all of the time. Intermediate High speakers can narrate and describe in all major time frames using connected discourse of paragraph length, but not all the time. Typically, when Intermediate High speakers attempt to perform Advanced-level tasks, their speech exhibits one or more features of breakdown, such as the failure to carry out fully the narration or description in the appropriate major time frame, an inability to maintain paragraph-length discourse, or a reduction in breadth and appropriateness of vocabulary.

Intermediate High speakers can generally be understood by native speakers unaccustomed to dealing with non-natives, although interference from another language may be evident (e.g., use of code-switching, false cognates, literal translations), and a pattern of gaps in communication may occur.

Intermediate Mid Speakers at the Intermediate Mid sublevel are able to handle successfully a variety of uncomplicated communicative tasks in straightforward social situations. Conversation is generally limited to those predictable and concrete exchanges necessary for survival in the target culture. These include personal information related to self, family, home, daily activi­ties, interests and personal preferences, as well as physical and social needs, such as food, shopping, travel, and lodging.

Intermedi­ate Mid speakers tend to function reactively, for example, b­ y responding to direct ques­tions or requests for information. However, they are capable of asking a variety of questions when necessary to obtain simple information to satisfy basic needs, such as directions, prices, and services. When called on to perform functions or handle topics at the Advanced level, they provide some information but have difficulty linking ideas, manipulat­ing time and aspect, and using communicative strategies, such as circumlocution.

Intermediate Mid speakers are able to express personal meaning by creating with the language, in part by combining and recombining known elements and conversational input to produce responses typically consisting of sentences and strings of sentences. Their speech may contain pauses, reformulations, and self-corrections as they search for adequate vocabulary and appropri­ate language forms to express them­selves. In spite of the limitations in their vocabu­lary and/or pronunciation and/or grammar and/or syntax, Interme­diate Mid speakers are generally understood by sympathetic interlocutors accustomed to dealing with non-natives.

Overall, Intermediate Mid speakers are at ease when performing Intermediate-level tasks and do so with significant quantity and quality of Intermediate-level language.

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ACTFL Proficiency Guidelines 2012

– SPEAKING

Intermediate Low Speakers at the Intermediate Low sublevel are able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predict­able topics necessary for survival in the target-language culture. These topics relate to basic personal informa­tion; for example, self and family, some daily activi­ties and personal preferences, and some immediate needs, such as ordering food and making simple purchases. At the Intermedi­ate Low sublevel, speakers are primarily reactive and struggle to­answer direct questions or requests for information. They are also able to ask a few appropriate questions. Intermediate Low speakers manage to sustain the functions of the Intermediate level, although just barely.

Intermediate Low speakers express personal meaning by combining and recombin­ing what they know and what they hear from their interlocutors into short statements and discrete sentences. Their responses are often filled with hesitan­cy and inaccu­racies as they search for appropriate linguistic forms and vocabulary while attempting to give form to the message.

Their speech is characterized by frequent pauses, ineffective reformu­lations and self-corrections. Their pronuncia­tion, vocabu­lary, and syntax are strongly influenced by their first language. In spite of frequent misunderstandings that may require repetition or rephras­ing, Interme­diate Low speakers can generally be understood by sympathetic interlocutors, particularly by those accustomed to dealing with non-natives.

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ACTFL Proficiency Guidelines 2012

– SPEAKING

NOVICE Novice-level speakers can communicate short messages on highly predictable, everyday topics that affect them directly. They do so primarily through the use of isolated words and phrases that have been encountered, memorized, and recalled. Novice-level speakers may be difficult to understand even by the most sympathetic interlocutors accustomed to non-native speech.

Novice High Speakers at the Novice High sublevel are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situa­tions. Conversation is restricted to a few of the predict­able topics necessary for survival in the target language culture, such as basic personal informa­tion, basic objects, and a limited number of activi­ ties, preferences, and immediate needs. Novice High speakers respond to simple, direct questions or requests for informa­ tion. They are also able to ask a few formulaic questions.

Novice High speakers are able to express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor. Their language consists primarily of short and some­times incomplete sentences in the present, and may be hesitant or inaccurate. On the other hand, since their language often consists of expansions of learned material and stock phrases, they may sometimes sound surprisingly fluent and accurate.­Pronuncia­ tion, vocabu­lary, and syntax may be strongly influenced by the first language. Frequent misun­derstandings may arise but, with repeti­tion or rephras­ing, Novice High speakers can generally be understood by sympathetic interlocutors used to nonnatives. When called on to handle a variety of topics and perform functions pertaining to the Interme­diate level, a Novice High speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence-level discourse.

Novice Mid Speakers at the Novice Mid sublevel communicate minimally by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may say only two or three words at a time or give an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor’s words. Novice Mid speakers may be understood with difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics and perform functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.

Novice Low Speakers at the Novice Low sublevel have no real functional ability and, because of their pronunciation, may be unintelligible. Given adequate time and familiar cues, they may be able to exchange greetings, give their identity, and name a number of familiar objects from their immediate environment. They are unable to perform functions or handle topics pertaining to the Intermediate level, and cannot therefore participate in a true conversational exchange.

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ACTFL

PROFICIENCY GUIDELINES

2012

– WRITING

Preface The ACTFL Proficiency Guidelines 2012 – Writing describe five major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and Novice. The description of each major level is representative of a specific range of abilities. Together these levels form a hierarchy in which each level subsumes all lower levels. The major levels Advanced, Intermediate, and Novice are divided into High, Mid, and Low sublevels.

The Guidelines describe the tasks that writers can handle at each level as well as the content, context, accuracy, and discourse types associated with the writing tasks at each level. They also present the limits that writers encounter when attempting to function at the next higher major level.

These Guidelines can be used to describe written text that is either Presentational (essays, reports, letters) or Interpersonal (instant messaging, e-mail communication, texting). Moreover, they apply to writing that is spontaneous (immediate, unedited) or reflective (revised, edited). This is possible because the Guidelines describe the product rather than the process or purpose of the writing.

The written descriptions of writing proficiency are accompanied online by writing samples illustrating the features of each major level.

The ACTFL Proficiency Guidelines 2012 – Writing may be used for non-profit, educational purposes only, provided that they are reproduced in their entirety, with no alterations, and with credit to ACTFL.

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ACTFL Proficiency Guidelines 2012

– WRITING

DISTINGUISHED Writers at the Distinguished level can carry out formal writing tasks such as official correspondence, position papers, and journal articles.

They can write analytically on professional, academic and societal issues. In addition, Distinguished-level writers are able to address world issues in a highly conceptualized fashion.

These writers can use persuasive and hypothetical discourse as representational techniques, allowing them to advocate a position that is not necessarily their own. They are also able to communicate subtlety and nuance. Distinguished-level writing is sophisticated and is directed to sophisticated readers. Writers at this level write to their audience; they tailor their language to their readers.

Distinguished-level writing is dense and complex; yet, it is characterized by an economy of expression. The writing is skillfully crafted and is organized in a way that reflects target-culture thought patterns. At the Distinguished level, length is not a determining factor. Distinguished-level texts can be as short as a poem or as long as a treatise.

Writers at the Distinguished level demonstrate control of complex lexical, grammatical, syntactic, and stylistic features of the language. Discourse structure and punctuation are used strategically, not only to organize meaning but also to enhance it. Conventions are generally appropriate to the text modality and the target culture.

SUPERIOR Writers at the Superior level are able to produce most kinds of formal and informal correspondence, in-depth summaries, reports, and research papers on a variety of social, academic, and professional topics. Their treatment of these issues moves beyond the concrete to the abstract.

Writers at the Superior level demonstrate the ability to explain complex matters, and to present and support opinions by developing cogent arguments and hypotheses. Their treatment of the topic is enhanced by the effective use of structure, lexicon, and writing protocols. They organize and prioritize ideas to convey to the reader what is significant. The relationship among ideas is consistently clear, due to organizational and developmental principles (e.g., cause and effect, comparison, chronology). These writers are capable of extended treatment of a topic which typically requires at least a series of paragraphs, but can extend to a number of pages.

Writers at the Superior level demonstrate a high degree of control of grammar and syntax, of both general and specialized/professional vocabulary, of spelling or symbol production, of cohesive devices, and of punctuation. Their vocabulary is precise and varied.

Writers at this level direct their writing to their audiences; their writing fluency eases the reader’s task.

Writers at the Superior level do not typically control target-language cultural, organizational, or stylistic patterns. At the Superior level, writers demonstrate no pattern of error; however, occasional errors may occur, particularly in low-frequency structures. When present, these errors do not interfere with comprehension, and they rarely distract the native reader.

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â&#x20AC;&#x201C; WRITING

ADVANCED Writers at the Advanced level are characterized by the ability to write routine informal and some formal correspondence, as well as narratives, descriptions, and summaries of a factual nature. They can narrate and describe in the major time frames of past, present, and future, using paraphrasing and elaboration to provide clarity. Advanced-level writers produce connected discourse of paragraph length and structure. At this level, writers show good control of the most frequently used structures and generic vocabulary, allowing them to be understood by those unaccustomed to the writing of non-natives.

Advanced High Writers at the Advanced High sublevel are able to write about a variety of topics with significant precision and detail. They can handle informal and formal correspondence according to appropriate conventions. They can write summaries and reports of a factual nature. They can also write extensively about topics relating to particular interests and special areas of competence, although their writing tends to emphasize the concrete aspects of such topics. Advanced High writers can narrate and describe in the major time frames, with solid control of aspect. In addition, they are able to demonstrate the ability to handle writing tasks associated with the Superior level, such as developing arguments and constructing hypotheses, but are not able to do this all of the time; they cannot produce Superior-level writing consistently across a variety of topics treated abstractly or generally. They have good control of a range of grammatical structures and a fairly wide general vocabulary. When writing at the Advanced level, they often show remarkable ease of expression, but under the demands of Superior-level writing tasks, patterns of error appear. The linguistic limitations of Advanced High writing may occasionally distract the native reader from the message.

Advanced Mid Writers at the Advanced Mid sublevel are able to meet a range of work and/or academic writing needs. They demonstrate the ability to narrate and describe with detail in all major time frames with good control of aspect. They are able to write straightforward summaries on topics of general interest. Their writing exhibits a variety of cohesive devices in texts up to several paragraphs in length. There is good control of the most frequently used target-language syntactic structures and a range of general vocabulary. Most often, thoughts are expressed clearly and supported by some elaboration. This writing incorporates organizational features both of the target language and the writerâ&#x20AC;&#x2122;s first language and may at times resemble oral discourse. Writing at the Advanced Mid sublevel is understood readily by natives not used to the writing of nonnatives. When called on to perform functions or to treat issues at the Superior level, Advanced Mid writers will manifest a decline in the quality and/or quantity of their writing.

Advanced Low Writers at the Advanced Low sublevel are able to meet basic work and/or academic writing needs. They demonstrate the ability to narrate and describe in major time frames with some control of aspect. They are able to compose simple summaries on familiar topics. Advanced Low writers are able to combine and link sentences into texts of paragraph length and structure. Their writing, while adequate to satisfy the criteria of the Advanced level, may not be substantive. Writers at the Advanced Low sublevel demonstrate the ability to incorporate a limited number of cohesive devices, and may resort to some redundancy and awkward repetition. They rely on patterns of oral discourse and the writing style of their first language. These writers demonstrate minimal control of common structures and vocabulary associated with the Advanced level. Their writing is understood by natives not accustomed to the writing of non-natives, although some additional effort may be required in the reading of the text. When attempting to perform functions at the Superior level, their writing will deteriorate significantly.

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ACTFL Proficiency Guidelines 2012

â&#x20AC;&#x201C; WRITING

INTERMEDIATE Writers at the Intermediate level are characterized by the ability to meet practical writing needs, such as simple messages and letters, requests for information, and notes. In addition, they can ask and respond to simple questions in writing. These writers can create with the language and communicate simple facts and ideas in a series of loosely connected sentences on topics of personal interest and social needs. They write primarily in present time. At this level, writers use basic vocabulary and structures to express meaning that is comprehensible to those accustomed to the writing of non-natives.

Intermediate High Writers at the Intermediate High sublevel are able to meet all practical writing needs of the Intermediate level. Additionally, they can write compositions and simple summaries related to work and/or school experiences. They can narrate and describe in different time frames when writing about everyday events and situations. These narrations and descriptions are often but not always of paragraph length, and they typically contain some evidence of breakdown in one or more features of the Advanced level. For example, these writers may be inconsistent in the use of appropriate major time markers, resulting in a loss of clarity. The vocabulary, grammar, and style of Intermediate High writers essentially correspond to those of the spoken language. Intermediate High writing, even with numerous and perhaps significant errors, is generally comprehensible to natives not used to the writing of non-natives, but there are likely to be gaps in comprehension.

Intermediate Mid Writers at the Intermediate Mid sublevel are able to meet a number of practical writing needs. They can write short, simple communications, compositions, and requests for information in loosely connected texts about personal preferences, daily routines, common events, and other personal topics. Their writing is framed in present time but may contain references to other time frames. The writing style closely resembles oral discourse. Writers at the Intermediate Mid sublevel show evidence of control of basic sentence structure and verb forms. This writing is best defined as a collection of discrete sentences and/or questions loosely strung together. There is little evidence of deliberate organization. Intermediate Mid writers can be understood readily by natives used to the writing of non-natives. When Intermediate Mid writers attempt Advanced-level writing tasks, the quality and/or quantity of their writing declines and the message may be unclear.

Intermediate Low Writers at the Intermediate Low sublevel are able to meet some limited practical writing needs. They can create statements and formulate questions based on familiar material. Most sentences are recombinations of learned vocabulary and structures. These are short and simple conversational-style sentences with basic word order. They are written almost exclusively in present time. Writing tends to consist of a few simple sentences, often with repetitive structure. Topics are tied to highly predictable content areas and personal information. Vocabulary is adequate to express elementary needs.

There may be basic errors in grammar, word choice, punctuation, spelling, and in the formation and use of non-alphabetic symbols. Their writing is understood by natives used to the writing of non-natives, although additional effort may be required. When Intermediate Low writers attempt to perform writing tasks at the Advanced level, their writing will deteriorate significantly and their message may be left incomplete.

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â&#x20AC;&#x201C; WRITING

NOVICE Writers at the Novice level are characterized by the ability to produce lists and notes, primarily by writing words and phrases. They can provide limited formulaic information on simple forms and documents. These writers can reproduce practiced material to convey the most simple messages. In addition, they can transcribe familiar words or phrases, copy letters of the alphabet or syllables of a syllabary, or reproduce basic characters with some accuracy.

Novice High Writers at the Novice High sublevel are able to meet limited basic practical writing needs using lists, short messages, postcards, and simple notes. They are able to express themselves within the context in which the language was learned, relying mainly on practiced material. Their writing is focused on common elements of daily life. Novice High writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but are not able to sustain sentence-level writing all the time. Due to inadequate vocabulary and/or grammar, writing at this level may only partially communicate the intentions of the writer. Novice High writing is often comprehensible to natives used to the writing of non-natives, but gaps in comprehension may occur.

Novice Mid Writers at the Novice Mid sublevel can reproduce from memory a modest number of words and phrases in context. They can supply limited information on simple forms and documents, and other basic biographical information, such as names, numbers, and nationality. Novice Mid writers exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language. With less familiar topics, there is a marked decrease in accuracy. Errors in spelling or in the representation of symbols may be frequent. There is little evidence of functional writing skills. At this level, the writing may be difficult to understand even by those accustomed to non-native writers.

Novice Low Writers at the Novice Low sublevel are able to copy or transcribe familiar words or phrases, form letters in an alphabetic system, and copy and produce isolated, basic strokes in languages that use syllabaries or characters. Given adequate time and familiar cues, they can reproduce from memory a very limited number of isolated words or familiar phrases, but errors are to be expected.

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Preface The ACTFL Proficiency Guidelines 2012 – Listening describe five major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and Novice. The description of each major level is representative of a specific range of abilities. Together these levels form a hierarchy in which each level subsumes all lower levels. The major levels Advanced, Intermediate, and Novice are divided into High, Mid, and Low sublevels. The subdivision of the Advanced Level into High, Mid, and Low is new. This makes the Listening descriptions parallel to the other skill-level descriptions.

ACTFL

PROFICIENCY GUIDELINES

2012

– LISTENING

Listening is an interpretive skill. Listening comprehension is based largely on the amount of information listeners can retrieve from what they hear and the inferences and connections that they can make. By describing the tasks that listeners can perform with different types of oral texts and under different types of circumstances, the Listening Proficiency Guidelines describe how listeners understand oral discourse.The Guidelines do not describe how listening skills develop, how one learns to listen, nor the actual cognitive processes involved in the activity. Rather, they are intended to describe what listeners understand from what they hear.

These Guidelines apply to listening that is either Interpretive (non-participative, overheard) or Interpersonal (participative).

The written descriptions of listening proficiency are accompanied online by authentic speech samples and the functional listening tasks associated with each major level.

The ACTFL Proficiency Guidelines 2012 – Listening may be used for non-profit, educational purposes only, provided that they are reproduced in their entirety, with no alterations, and with credit to ACTFL.

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ACTFL Proficiency Guidelines 2012

– LISTENING

DISTINGUISHED At the Distinguished level, listeners can understand a wide variety of forms, styles, and registers of speech on highly specialized topics in language that is tailored to different audiences. Listeners at the Distinguished level can understand language such as that found in classical theater, art films, professional symposia, academic debates, public policy statements, literary readings, and most jokes and puns. They are able to comprehend implicit and inferred information, tone, and point of view, and can follow highly persuasive arguments. They are able to understand unpredictable turns of thought related to sophisticated topics. In addition, their listening ability is enhanced by a broad and deep understanding of cultural references and allusions. Listeners at the Distinguished level are able to appreciate the richness of the spoken language.

Distinguished-level listeners understand speech that can be highly abstract, highly technical, or both, as well as speech that contains very precise, often low-frequency vocabulary and complex rhetorical structures. At this level, listeners comprehend oral discourse that is lengthy and dense, structurally complex, rich in cultural reference, idiomatic and colloquial. In addition, listeners at this level can understand information that is subtle or highly specialized, as well as the full cultural significance of very short texts with little or no linguistic redundancy.

Distinguished-level listeners comprehend language from within the cultural framework and are able to understand a speaker’s use of nuance and subtlety. However, they may still have difficulty fully understanding certain dialects and nonstandard varieties of the language.

SUPERIOR At the Superior level, listeners are able to understand speech in a standard dialect on a wide range of familiar and less familiar topics. They can follow linguistically complex extended discourse such as that found in academic and professional settings, lectures, speeches and reports. Comprehension is no longer limited to the listener’s familiarity with subject matter, but also comes from a command of the language that is supported by a broad vocabulary, an understanding of more complex structures and linguistic experience within the target culture. Superior listeners can understand not only what is said, but sometimes what is left unsaid; that is, they can make inferences.

Superior-level listeners understand speech that typically uses precise, specialized vocabulary and complex grammatical structures.

This speech often deals abstractly with topics in a way that is appropriate for academic and professional audiences. It can be reasoned and can contain cultural references.

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ACTFL Proficiency Guidelines 2012

â&#x20AC;&#x201C; LISTENING

ADVANCED At the Advanced level, listeners can understand the main ideas and most supporting details in connected discourse on a variety of general interest topics, such as news stories, explanations, instructions, anecdotes, or travelogue descriptions. Listeners are able to compensate for limitations in their lexical and structural control of the language by using real-world knowledge and contextual clues. Listeners may also derive some meaning from oral texts at higher levels if they possess significant familiarity with the topic or context.

Advanced-level listeners understand speech that is authentic and connected. This speech is lexically and structurally uncomplicated.

The discourse is straightforward and is generally organized in a clear and predictable way.

Advanced-level listeners demonstrate the ability to comprehend language on a range of topics of general interest. They have sufficient knowledge of language structure to understand basic time-frame references. Nevertheless, their understanding is most often limited to concrete, conventional discourse.

Advanced High At the Advanced High sublevel, listeners are able to understand, with ease and confidence, conventional narrative and descriptive texts of any length as well as complex factual material such as summaries or reports. They are typically able to follow some of the essential points of more complex or argumentative speech in areas of special interest or knowledge.

In addition, they are able to derive some meaning from oral texts that deal with unfamiliar topics or situations. At the Advanced High sublevel, listeners are able to comprehend the facts presented in oral discourse and are often able to recognize speaker-intended inferences. Nevertheless, there are likely to be gaps in comprehension of complex texts dealing with issues treated abstractly that are typically understood by Superior-level listeners.

Advanced Mid At the Advanced Mid sublevel, listeners are able to understand conventional narrative and descriptive texts, such as expanded descriptions of persons, places, and things, and narrations about past, present, and future events. The speech is predominantly in familiar target-language patterns. Listeners understand the main facts and many supporting details.

Comprehension derives not only from situational and subject-matter knowledge, but also from an increasing overall facility with the language itself.

Advanced Low At the Advanced Low sublevel, listeners are able to understand short conventional narrative and descriptive texts with a clear underlying structure though their comprehension may be uneven. The listener understands the main facts and some supporting details. Comprehension may often derive primarily from situational and subject-matter knowledge.

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ACTFL Proficiency Guidelines 2012

– LISTENING

INTERMEDIATE At the Intermediate level, listeners can understand information conveyed in simple, sentence-length speech on familiar or everyday topics. They are generally able to comprehend one utterance at a time while engaged in face-to-face conversations or in routine listening tasks such as understanding highly contextualized messages, straightforward announcements, or simple instructions and directions. Listeners rely heavily on redundancy, restatement, paraphrasing, and contextual clues.

Intermediate-level listeners understand speech that conveys basic information. This speech is simple, minimally connected, and contains high-frequency vocabulary.

Intermediate-level listeners are most accurate in their comprehension when getting meaning from simple, straightforward speech.

They are able to comprehend messages found in highly familiar everyday contexts. Intermediate listeners require a controlled listening environment where they hear what they may expect to hear.

Intermediate High At the Intermediate High sublevel, listeners are able to understand, with ease and confidence, simple sentence-length speech in basic personal and social contexts. They can derive substantial meaning from some connected texts typically understood by Advanced-level listeners although there often will be gaps in understanding due to a limited knowledge of the vocabulary and structures of the spoken language.

Intermediate Mid At the Intermediate Mid sublevel, listeners are able to understand simple, sentence-length speech, one utterance at a time, in a variety of basic personal and social contexts. Comprehension is most often accurate with highly familiar and predictable topics although a few misunderstandings may occur. Intermediate Mid listeners may get some meaning from oral texts typically understood by Advanced-level listeners.

Intermediate Low At the Intermediate Low sublevel, listeners are able to understand some information from sentence-length speech, one utterance at a time, in basic personal and social contexts, though comprehension is often uneven. At the Intermediate Low sublevel, listeners show little or no comprehension of oral texts typically understood by Advanced-level listeners.

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ACTFL Proficiency Guidelines 2012

– LISTENING

NOVICE At the Novice level, listeners can understand key words, true aural cognates, and formulaic expressions that are highly contextualized and highly predictable, such as those found in introductions and basic courtesies.

Novice-level listeners understand words and phrases from simple questions, statements, and high-frequency commands. They typically require repetition, rephrasing, and/or a slowed rate of speech for comprehension. They rely heavily on extralinguistic support to derive meaning.

Novice-level listeners are most accurate when they are able to recognize speech that they can anticipate. In this way, these listeners tend to recognize rather than truly comprehend. Their listening is largely dependent on factors other than the message itself.

Novice High At the Novice High sublevel, listeners are often but not always able to understand information from sentence-length speech, one utterance at a time, in basic personal and social contexts where there is contextual or extralinguistic support, though comprehension may often be very uneven. They are able to understand speech dealing with areas of practical need such as highly standardized messages, phrases, or instructions, if the vocabulary has been learned.

Novice Mid At the Novice Mid sublevel, listeners can recognize and begin to understand a number of high-frequency, highly contextualized words and phrases including aural cognates and borrowed words. Typically, they understand little more than one phrase at a time, and repetition may be required.

Novice Low At the Novice Low sublevel, listeners are able occasionally to recognize isolated words or very high-frequency phrases when those are strongly supported by context. These listeners show virtually no comprehension of any kind of spoken message, not even within the most basic personal and social contexts.

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ACTFL

PROFICIENCY GUIDELINES

2012

– READING

Preface The ACTFL Proficiency Guidelines 2012 – Reading describe five major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and Novice. The description of each major level is representative of a specific range of abilities.

Together these levels form a hierarchy in which each level subsumes all lower levels. The major levels Advanced, Intermediate, and Novice are divided into High, Mid, and Low sublevels.

The subdivision of the Advanced level is new. This makes the Reading descriptions parallel to the other skill level descriptions.

Reading is an interpretive skill. Reading comprehension is based largely on the amount of information readers can retrieve from a text, and the inferences and connections that they can make within and across texts. By describing the tasks that readers can perform with different types of texts and under different types of circumstances, the Reading Proficiency Guidelines describe how readers understand written texts. These Guidelines do not describe how reading skills develop, how one learns to read, nor the actual cognitive processes involved in the activity of reading. Rather, they are intended to describe what readers are able to understand from what they read.

These Guidelines apply to reading that is either Interpretive (books, essays, reports, etc.) or Interpersonal (instant messaging, texting, email communication, etc.).

The written descriptions of reading proficiency are accompanied online by authentic text samples and the functional reading tasks associated with each major level.

The ACTFL Proficiency Guidelines 2012 – Reading may be used for non-profit, educational purposes only, provided that they are reproduced in their entirety, with no alterations, and with credit to ACTFL.

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ACTFL Proficiency Guidelines 2012

– READING

DISTINGUISHED At the Distinguished level, readers can understand a wide variety of texts from many genres including professional, technical, academic, and literary. These texts are characterized by one or more of the following: a high level of abstraction, precision or uniqueness of vocabulary; density of information; cultural reference; or complexity of structure. Readers are able to comprehend implicit and inferred information, tone, and point of view and can follow highly persuasive arguments. They are able to understand unpredictable turns of thought related to sophisticated topics.

Readers at the Distinguished level are able to understand writing tailored to specific audiences as well as a number of historical, regional, and colloquial variations of the language. These readers are able to appreciate the richness of written language.

Distinguished-level readers understand and appreciate texts that use highly precise, low-frequency vocabulary as well as complex rhetorical structures to convey subtle or highly specialized information. Such texts are typically essay length but may be excerpts from more lengthy texts.

Distinguished-level readers comprehend language from within the cultural framework and are able to understand a writer’s use of nuance and subtlety. However, they may still have difficulty fully understanding certain nonstandard varieties of the written language.

SUPERIOR At the Superior level, readers are able to understand texts from many genres dealing with a wide range of subjects, both familiar and unfamiliar. Comprehension is no longer limited to the reader’s familiarity with subject matter, but also comes from a command of the language that is supported by a broad vocabulary, an understanding of complex structures and knowledge of the target culture. Readers at the Superior level can draw inferences from textual and extralinguistic clues.

Superior-level readers understand texts that use precise, often specialized vocabulary and complex grammatical structures. These texts feature argumentation, supported opinion, and hypothesis, and use abstract linguistic formulations as encountered in academic and professional reading. Such texts are typically reasoned and/or analytic and may frequently contain cultural references.

Superior-level readers are able to understand lengthy texts of a professional, academic, or literary nature. In addition, readers at the Superior level are generally aware of the aesthetic properties of language and of its literary styles, but may not fully understand texts in which cultural references and assumptions are deeply embedded.

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ACTFL Proficiency Guidelines 2012

– READING

ADVANCED At the Advanced level, readers can understand the main idea and supporting details of authentic narrative and descriptive texts.

Readers are able to compensate for limitations in their lexical and structural knowledge by using contextual clues. Comprehension is likewise supported by knowledge of the conventions of the language (e.g., noun/adjective agreement, verb placement, etc.). When familiar with the subject matter, Advanced-level readers are also able to derive some meaning from straightforward argumentative texts (e.g., recognizing the main argument).

Advanced-level readers are able to understand texts that have a clear and predictable structure. For the most part, the prose is uncomplicated and the subject matter pertains to real-world topics of general interest.

Advanced-level readers demonstrate an independence in their ability to read subject matter that is new to them. They have sufficient control of standard linguistic conventions to understand sequencing, time frames, and chronology. However, these readers are likely challenged by texts in which issues are treated abstractly.

Advanced High At the Advanced High sublevel, readers are able to understand, fully and with ease, conventional narrative and descriptive texts of any length as well as more complex factual material. They are able to follow some of the essential points of argumentative texts in areas of special interest or knowledge. In addition, they are able to understand parts of texts that deal with unfamiliar topics or situations. These readers are able to go beyond comprehension of the facts in a text, and to begin to recognize author-intended inferences. An emerging awareness of the aesthetic properties of language and of its literary styles permits comprehension of a wide variety of texts. Misunderstandings may occur when reading texts that are structurally and/or conceptually more complex.

Advanced Mid At the Advanced Mid sublevel, readers are able to understand conventional narrative and descriptive texts, such as expanded descriptions of persons, places, and things and narrations about past, present, and future events. These texts reflect the standard linguistic conventions of the written form of the language in such a way that readers can predict what they are going to read. Readers understand the main ideas, facts, and many supporting details. Comprehension derives not only from situational and subject-matter knowledge but also from knowledge of the language itself. Readers at this level may derive some meaning from texts that are structurally and/or conceptually more complex.

Advanced Low At the Advanced Low sublevel, readers are able to understand conventional narrative and descriptive texts with a clear underlying structure though their comprehension may be uneven. These texts predominantly contain high-frequency vocabulary and structures. Readers understand the main ideas and some supporting details. Comprehension may often derive primarily from situational and subject-matter knowledge. Readers at this level will be challenged to comprehend more complex texts.

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ACTFL Proficiency Guidelines 2012

– READING

INTERMEDIATE At the Intermediate level, readers can understand information conveyed in simple, predictable, loosely connected texts. Readers rely heavily on contextual clues. They can most easily understand information if the format of the text is familiar, such as in a weather report or a social announcement.

Intermediate-level readers are able to understand texts that convey basic information such as that found in announcements, notices, and online bulletin boards and forums. These texts are not complex and have a predictable pattern of presentation. The discourse is minimally connected and primarily organized in individual sentences and strings of sentences containing predominantly highfrequency vocabulary.

Intermediate-level readers are most accurate when getting meaning from simple, straightforward texts. They are able to understand messages found in highly familiar, everyday contexts. At this level, readers may not fully understand texts that are detailed or those texts in which knowledge of language structures is essential in order to understand sequencing, time frame, and chronology.

Intermediate High At the Intermediate High sublevel, readers are able to understand fully and with ease short, non-complex texts that convey basic information and deal with personal and social topics to which the reader brings personal interest or knowledge.

These readers are also able to understand some connected texts featuring description and narration although there will be occasional gaps in understanding due to a limited knowledge of the vocabulary, structures, and writing conventions of the language.

Intermediate Mid At the Intermediate Mid sublevel, readers are able to understand short, non-complex texts that convey basic information and deal with basic personal and social topics to which the reader brings personal interest or knowledge, although some misunderstandings may occur. Readers at this level may get some meaning from short connected texts featuring description and narration, dealing with familiar topics.

Intermediate Low At the Intermediate Low sublevel, readers are able to understand some information from the simplest connected texts dealing with a limited number of personal and social needs, although there may be frequent misunderstandings. Readers at this level will be challenged to derive meaning from connected texts of any length.

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ACTFL Proficiency Guidelines 2012

â&#x20AC;&#x201C; READING

NOVICE At the Novice level, readers can understand key words and cognates, as well as formulaic phrases that are highly contextualized.

Novice-level readers are able to get a limited amount of information from highly predictable texts in which the topic or context is very familiar, such as a hotel bill, a credit card receipt, or a weather map. Readers at the Novice level may rely heavily on their own background knowledge and extralinguistic support (such as the imagery on the weather map or the format of a credit card bill) to derive meaning.

Readers at the Novice level are best able to understand a text when they are able to anticipate the information in the text. At the Novice level, recognition of key words, cognates, and formulaic phrases makes comprehension possible.

Novice High At the Novice High sublevel, readers can understand, fully and with relative ease, key words and cognates, as well as formulaic phrases across a range of highly contextualized texts. Where vocabulary has been learned, they can understand predictable language and messages such as those found on train schedules, roadmaps, and street signs. Readers at the Novice High sublevel are typically able to derive meaning from short, non-complex texts that convey basic information for which there is contextual or extralinguistic support.

Novice Mid At the Novice Mid sublevel, readers are able to recognize the letters or symbols of an alphabetic or syllabic writing system or a limited number of characters in a character-based language. They can identify a number of highly contextualized words and phrases including cognates and borrowed words but rarely understand material that exceeds a single phrase. Rereading is often required.

Novice Low At the Novice Low sublevel, readers are able to recognize a limited number of letters, symbols or characters. They are occasionally able to identify high-frequency words and/or phrases when strongly supported by context.

For further information, contact: ACTFL Professional Programs 3 Barker Avenue, Suite 300 White Plains, NY 10601 Tel: 914-963-8830 Fax: 914-963-1275 Email: professionalprograms@actfl.org www.actfl.org

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