Levels+of+Language+Proficiency

From a learning module on second language methodology and language proficiency from course CIL 751.

ARTICLE: //ACTFL Speaking Proficiency Guidelines//

4. **Identify into which of Cummins’ four quadrants of Oral Proficiency the //four levels of language proficiency//** **belong. Provide an explanation and rationale to support your categorization. ** **//Note://** **The //four levels of language proficiency//** **are: novice, intermediate, advanced, and superior.**

The //novice// level of language proficiency belongs in the A quadrant because the speaker communicates in “highly predictable common daily situations” which would be context embedded and full of environmental cues. The speaker also uses “previously learned words and phrases” which would be cognitively undemanding since it only requires the speaker to access prior //knowledge// and //apply// it to the correct situation.

The //intermediate// level belongs in the B quadrant because speakers “combine learned elements of language creatively” which is more cognitively demanding than simply repeating previously learned phrases. Speakers still interact in context embedded environments, however, because the topics they discuss “are either autobiographical or related primarily to [their] immediate environment.” Responding to questions is also context embedded because the question itself provides clues to what vocabulary and grammar should be used.

The //advanced// level also belongs in the B quadrant. Speakers converse in a “participatory fashion” (two-way communication which is context embedded). They can also “narrate events,” and “discuss concrete and factual topics.” While relating facts or details about past events may seem less contextualized, it is still a more context embedded exercise than the discussion of abstract concepts, and a native speaking conversation partner is likely to provide clues or lacking vocabulary if necessary. The //superio//r level belongs in the D quadrant. Speakers are able to “hypothesize on concrete and abstract topics, and support or defend opinions on controversial matters.” These skills demonstrate the ability to function at a cognitively demanding level. Speakers also engage in “extended discourse” which requires the ability to perform in context-reduced situations such as giving a lecture (one-way communication).