world language coursework or competency exams meaning

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How to Fill Out the Common App Language Proficiency Section

As a first-time college applicant or transfer student, there’s a good chance that at least some of your prospective schools will accept the Common Application. The Common App streamlines the application process for students by collecting some common demographic and academic information that most schools will evaluate as part of the college admissions process. 

When you’re completing the Common App, you’ll encounter a question asking about the number of languages in which you’re proficient. For many students, this question will be fairly straightforward. Others may wonder just how to categorize their proficiency. So, how exactly do you respond to this question?

What is the Language Proficiency Section?

The Language proficiency prompt appears in the Profile section, the first part of the Common App. You’ll find it right under the Geography prompt, which asks a bit about where you’re from. The Language question is meant to inform the admissions committee about the diverse traits of their applicants, as college admissions officers aim to build diverse, well-rounded incoming classes that incorporate students from many different backgrounds and perspectives.

The initial question is very brief, asking only for the number of languages in which you’re proficient, with a minimum of one and a maximum of five. 

Upon selecting the number of languages, you’ll then be prompted to provide some additional information around each language that you’ve counted. You’ll find first a list of languages to choose from. If you can’t find your language on the list, simply select “Other.”

For each language, you’ll then be asked to further describe your skills by checking off one or more of the following types of proficiency:

• First Language
• Spoken at Home

What Does it Mean to be “Proficient” in a Language?

How you define proficiency in a language can be a bit subjective. Some questions to ask yourself when evaluating your proficiency include:

Can you carry out a real-life conversation in the language? Do you understand what the other person is saying and thoughtfully respond to them? Spoken proficiency goes beyond memorizing how to tell someone that you don’t speak a language (in said language), or knowing how to ask for food or water. While these are certainly important phrases to know, spoken proficiency typically means that you’re able to listen to and respond to questions on a range of topics without prior preparation. 

Can you read and fully comprehend a news article in that language without frequently looking up words? Proficiency in reading generally means that you can comfortably read and understand written text at a speed appropriate for your age. An easy way to gauge your reading proficiency is to simply read a text in the target language. If you read substantially slower than you do in your native language, or make frequent trips to Google translate while reading a text, then you’re likely not proficient in this area. As a note, this test generally excludes more technical or specialized texts as it’s likely that you’ll encounter unfamiliar terms and concepts regardless of language.

Are you able to write emails and other content so the writing flows? As with spoken proficiency, written proficiency means that you can produce thoughtful responses in a given language— just in written format. As a proficient writer, you should be able to connect words and phrases without frequent trips to Google Translate, all the while being sensitive to the nuances of written expression. In many languages, there are phrases and rules that aren’t always consistent across spoken and written communication. Written proficiency generally includes navigating grammatical rules— and their exceptions— with relative ease. 

Some people are proficient in reading or speaking, but not both. That’s okay! Just make sure you check off the correct boxes. It’s not uncommon to become fluent in certain aspects of a language without mastering the other parts; so be honest about your proficiency and don’t be afraid to list languages that you can confidently answer “yes” to for any of the above questions, even if you can’t answer “yes” to all.

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Should You List the Languages You’re Learning?

Many students are enrolled in foreign language courses in high school; often, it’s required. Feel free to list languages you’re learning in school — but only if you’re truly proficient in reading, writing, and/or speaking that language. Be completely honest about your actual skill level. If you’re not conversational or fluent in a given language, it’s probably best not to list it. Admissions officers will see your transcript and know that you’re taking it in school. Your grades and test scores should support your claims.

For example, if you’re taking French in high school and you’ve spent a month abroad in France, leading you to feel comfortable conversing with native speakers, it’s reasonable to say you’re proficient on your application.

Likewise, if you grew up speaking Spanish in your household — perhaps it was even your first language — that’s certainly another reason to list it on your application.

Meanwhile, if you’ve been taking Mandarin for four years in high school and are performing well on your tests but aren’t comfortable holding a conversation in the language, you can probably leave it off — the adcom will see your grades in your Mandarin courses on your application regardless, so they’ll know that you’re an accomplished student.

This is all self-evaluation, so there’s no real objective measure. At the end of the day, just be honest with yourself — and the admissions committee — about your level of proficiency in a language. 

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Modern languages and literatures, foreign language competency exam, competency in reading, writing, and speaking at the 102-level (second-semester-level) or higher in a language other than english is required for all cas and soc students. students may complete this requirement in one of two ways:.

1. Earn college credit with a C- or better at the 102-level or above in a language (other than English) at Loyola (or the equivalent in transfer credit from another college, or by an appropriate score on an Advanced Placement or International Baccalaureate examination):

• At Loyola, students may study any language offered through the Modern Languages and Literatures department or study Latin (LATN) or Ancient Greek (GREK) offered through the Classical Studies department.  Placement examination and/or placement advising is available through the Modern Languages and Literatures department or Classical Studies department .
• If coursework in a language (e.g., Danish, Korean, Croatian, etc.) is not offered at Loyola, a student may review eligibility and seek permission to take coursework at another college or university during the summer in accordance with the Policy on Prior Permission to Take Coursework at Other Universities .
• Eligible scores on an Advanced Placement (AP) exam or International Baccalaureate (IB) exam may award credit-by-exam for language coursework. All AP or IB scores must be officially reported to Loyola by the testing agency. -OR-    

 2.  Demonstrate competency by passing a 102-level Language Competency Examination. Note: Students are permitted to take only one language competency exam, and the exam may only be taken once. Multi-lingual students who wish to take a competency exam should request to take a language competency exam in the language they know best in reading, writing, and speaking.

Beginning-Level Language Competency Exams (to satisfy 102-level language requirement)

Currently we offer the following beginning-level language  competency exams (please note that this list is subject to changes/availability):

Note: This list of available language exams is subject to change without notice.

Intermediate-Level Language Competency Exams for Global Studies Majors/Minors (to satisfy 103- or 104-level language requirement)

Students who major in Global Studies are required to complete and pass a 104-level language course or test for proficiency at the 104-level or higher. Students who minor in Global Studies are required to complete and pass a 103-level language course or test for proficiency at the 103-level or higher. For Global Studies majors/minors, the intermediate-level language competency exams currently available through the Modern Languages and Literatures are:

Scheduling a Language Competency Exam

The first step to scheduling a language competency exam is to send an email (from your Loyola account) to [email protected] . Please include your Name, Student ID number, current majors/minors, and the language in which you would like to be tested. 

The Department of Modern Languages and Literatures will reply with instructions on how to schedule your specific exam. Students are responsible for the $100.00 cost of the exam. Simply click here  (LINK TO WEB PAYMENT FORM) to pay via credit card. 

Language competency exams that are conducted in the Language Learning Resource Center (LLRC) may not be scheduled during the first week of each semester or during registration week in each semester.

Some language competency exams are scheduled by appointment based on the availability of the faculty member. Please plan in advance if you wish to take a Language Competency Exam as results may take up to six weeks or more to return.

Note: Competency exam results may take up to six weeks to return. In order for students to plan their course work accordingly, students who wish to take a Language Competency Exam should schedule the exam as soon as possible, no later than the end of their junior year.

Requesting a Language Competency Exam in a Language Not Offered at Loyola

Students who believe that they are competent in reading, writing, and speaking a language that is not offered at Loyola (and is not listed in the table above) may submit a request to the Modern Languages & Literatures Department for a competency exam in that language. The student must complete the Language Exam Request  (PDF)  and, if a language competency exam is made available, pass the exam administered in that language in order to meet the 102-level language requirement (or 103- or 104-level requirement for a specific minor/major, e.g., Global Studies, European Studies, Latin American & Latina/o Studies). For the purpose of competency testing in languages not offered at Loyola, the Modern Languages & Literatures Department will recognize only those languages which can be tested for competency in reading, writing, and speaking.

Students must submit a completed Language Exam Request  (PDF) to the Modern Languages & Literatures Department ( [email protected] ) during their first semester. Once a request is submitted, the Modern Languages & Literatures Department will make a reasonable effort to locate an academically qualified tester at Loyola or at another college or university.

If a qualified tester is located, the student will be notified and directed to schedule an appointment for the language competency examination which, in most cases, will be conducted in the Language Learning Resource Center. After the competency exam has been administered, the exam will be submitted to the language tester for review, and the language tester will submit a report to the Modern Languages & Literatures Department.

If no qualified tester can be found within one academic semester, the student’s request will be denied, and the student will be required to satisfy the language requirement via language course work at the 102-level or higher (or at the 103- or 104-level for a specific minor/major, e.g., Global Studies, European Studies, Latin American & Latina/o Studies, etc.).

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Foreign language placement test

A  placement test  is designed to evaluate your level of knowledge in a language so that you can enroll in said language. A  proficiency test  will help towards assessing your mastery of a language to be exempt from taking courses for certain foreign language requirements. For more information on taking either test, contact the host department, per the information below.

If you would like to take a proficiency test in a language that is not taught at UW please contact the  UW Language Learning Center .

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World Language Placement Exam FAQs

The World Language Placement Exam is an online assessment that evaluates students’ proficiency in a world language. The exam is offered in Chinese, French, German, Italian and Spanish. This online test is adaptive to the individual test taker, meaning that the questions asked depend on the test taker’s answers.

The Placement Exam should take between 20-30 minutes, although there is no time limit.

Do I need to take the World Language Placement Exam if

Please review the Placement Policy for these languages. B. I plan to study the same world language as I did in high school?

• Students who plan to continue study in Chinese, French, German, Italian or Spanish will need to complete the World Language Placement Exam.
• Students who plan to continue study in Arabic, ASL or Latin will not need to take the World Language Placement Exam. They will be placed according to the Placement Policy as outlined on this site.

C. I plan to study a world language that I have never studied, and I do not speak it at home?

Students who plan to study a world language that they have never studied before and they do not speak it at home (in other words, the student has no experience with the language), do not need to take the World Language Placement Exam. These students will be placed into a 101-level course in that language.

D. I am a native speaker of a world language other than English?

Native speakers (the language is their first language) of Chinese, French, German, Italian or Spanish will need to complete the World Language Placement Exam, if they plan to study their native language. Placement will likely be at the advanced level, 300+. Native speakers may not enroll in courses in their native language below the 201 level.

Native speakers of Arabic or ASL   will not need to take the World Language Placement Exam. They will be placed according to the Placement Policy as outlined on this site.

Native speakers of world languages other than those offered by the Department of World Languages and Cultures are not awarded course credit for proficiency in these languages. Instead, these students have the option of continuing study of a different language, or beginning study of a new language.

* Please check on Self-Service for course levels and availability. If a student is placed above the level of courses currently offered, they will then be asked to choose a different language of study.

E. I speak a world language other than English at home?

Heritage speakers (verbally interacting in the language with at least one parent) of Chinese, French, German, Italian or Spanish will need to complete the World Language Placement Exam, if they plan to study the heritage language.

Heritage speakers of Arabic or ASL   will not need to take the World Language Placement Exam. They will be placed according to the World Language Placement Exam policy as outlined on this site.

Heritage speakers of world languages other than those offered by the Department of World Languages and Cultures are not awarded course credit for proficiency in these languages. Instead, these students have the option of continuing study of a language studied in high school or beginning study of a new language.

*Please check on Webadvisor for course levels and availability. If a student is placed above the level of courses currently offered, they will then be asked to choose a different language of study.

F. I am a transfer student?

Transfer students entering into Monmouth University with an approved 3-credit world language course (including American Sign Language) will not need to complete the World Language Placement Exam.

In order to provide flexibility for students who planned their transfer courses in accordance with Monmouth’s previous General Education requirements in mind, transfer students entering during the Academic Years 2020-2021 and 2021-2022 who transfer:

3 credits Cultural Diversity and 3 credits Global Understanding

6 credits World Language (two three-credit courses from the same world language)

will have thereby fulfilled the Monmouth University World Language requirement.

For all other transfer students, the Placement Policy as outlined here will apply.

For questions, please contact the Transfer and Undeclared Services Office at 732-571-3588 or [email protected] .

G. I have a language-based learning disability?

Any student who has a language-based learning disability and plans to enroll in a World Language course may need to take the Placement Exam, according to the Placement Policy as outlined on this site.

If testing accommodations are needed, the student must first contact and register with Monmouth’s Department of Disability Services (DDS).

Any student who has a language-based learning disability and plans to request a substitution for the Monmouth University World Language requirement must first contact and register with Monmouth’s Department of Disability Services (DDS) and meet with the Director. Appropriate documentation of a severe, language-based learning disability that would warrant a course substitution as a reasonable accommodation must be submitted, and a Consent for Release of Confidential Information form must be signed. This request must be submitted by the spring semester of the student’s junior year.

H. I have AP, IB or college course credits in a world language?

If AP exam scores, IB credits or college course credits are not available or officially approved before registration:

Students should follow the Placement Policy as outlined on this site. This is done in case the student does not receive credit for the exam or college-level course.

If 3 credits in World Language are then approved by the Registrar, the student will have fulfilled the one-semester World Language requirement. Please note: Approval depends upon the level and content of the exam/course taken. Read more information on AP credits , and read more information on IB credits.

Students with AP exam scores, IB or college credits are encouraged to continue studying a World Language or begin studying a new one. These students will follow the Placement Policy as outlined here . How do I take the World Language Placement Exam? Before taking the World Language Placement Exam, students should first complete a world language placement survey to determine if the exam is needed. If it is necessary for placement, the student will receive an email with a link to the exam.

Access the MyMU Portal for more detailed instructions and a link to the language survey.

Take a quick walk-through of the placement process . What is the deadline to take the World Language Placement Exam? The World Language Placement Exam must be completed at least one week prior to registration. Can I take the Placement Exam more than once?

It is not necessary or recommended to take the Placement Exam more than once. If a student has any questions after taking the Placement Exam, it is best that they contact the World Languages Placement Coordinator at [email protected] .

Is it possible to test out of the World Language Requirement with the Placement Exam? No, it is not possible to test out of the World Language Requirement with the Placement Exam. The exam is for placement only. I have AP, IB or college course credits in a World Language?

Please refer to Do I need to take the World Language Placement Exam if. . .? Section H.

World Language Requirement FAQs

Questions about the World Language Requirement and Placement? Find answers below.

What is the College’s World Language Requirement and how do I satisfy it?

All students in the College must satisfy the World Language Requirement by reaching the 2020 (advanced intermediate) level or equivalent. Students can satisfy the World Language Requirement through approved test credits, by taking courses at UVA, or by placing above the 2020 level through one of UVA’s World Language Placement tests. 

Students who want to start learning a new language can register for the appropriate 1010 course at UVA.  

Students who are continuing a language they have already studied must determine their placement using AP scores, SAT II test scores, or one of UVA’s World Language Placement exams.  

World Language Requirement Placement and Contact Information

What languages are taught at uva.

American Sign Language, Arabic, Chinese, Creole, French, German, Greek, Hebrew, Hindi, Italian, Japanese, Korean, Latin, Maya K'iche', Persian, Polish, Portuguese, Russian, Sanskrit, Spanish, Swahili, Tibetan, Turkish, and Urdu.

Do I have to take a placement test?

Taking a placement test may not be necessary if you:

• Have taken an SAT II Subject Test
• Have earned credit through the 2020 (advanced intermediate) level as a result of your AP test score
• Plan to start learning a new language at UVA

What if I have taken relevant AP, SAT II, or IB exams?

Advanced Placement (AP) Exam

Your AP test scores could grant you course exemption and academic credits. Check out the UVA AP Credit Award Policy for more information.

SAT II Subject Test

No credit is given for SAT II exams. However, these scores may be used to determine advanced standing for World Language classes. The last testing date applicable towards determining advanced standing at UVA is the May/June test. If you are unable to take this test, then you must take the College's World Language Placement Test before summer advising (for online Spanish, Italian, French and German Placement Exams) or during Fall advising (for all other languages).

For specific world language placement and exemption based on SAT II Subject Test scores, consult the World Language Requirement Placement and Contact Information Page .

Higher-Level International Baccalaureate (IB) Exam

The College awards no credit for standard-level IB examinations.

Scores of 5, 6 or 7 on higher-level IB exams may qualify a student for advanced placement, introductory-level credit or exemption from the World Language Requirement. Consult the  UVA International Baccalaureate Credit Award Policy for placement and exemption information.

Scores below a 5 on the higher-level exam may be sufficient for higher-level placement with no credit. The World Language Coordinator for your language can help you understand their department's policy on placement and awarding of credit. 

Note: The College of Arts and Sciences accepts only IB scores sent directly from  IB North America .

UVA AP Credit Award Policy

Uva international baccalaureate credit award policy, where do i send my ap and ib scores to make sure my credit shows in sis.

If, after August 1 of your first-year, your AP or IB credits are not showing in SIS you should:

First, contact the College Registrar (138 Monroe Hall) to see if the College can retrieve them.

If the College cannot retrieve your AP scores you should have them sent to you, not to the University or the College. Once you receive the hard copy, bring it in the sealed envelope to the College Registrar in 138 Monroe Hall.

If the College cannot retrieve your IB scores you should have them sent to the College of Arts and Sciences directly from  IB North America . Contact [email protected] with questions.

When are the language placement diagnostic tests?

Some placement diagnostics are online. Others have diagnostic interviews scheduled during the summer. Find information for your language on the World Language Requirement Placement and Contact Information Page. 

For languages not taught at UVA, please contact  Dean Melissa Frost .

If you master a language not taught at UVA at the native-speaker level, you may request an exemption from the World Language Requirement. Please note, you must demonstrate mastery across all four modes of language: speaking, listening comprehension, reading, and writing. 

Can I repeat a language placement diagnostic for the same language?

Language placement diagnostics cannot be taken more than once.  Taking the placement more than once is an honor violation. Once students are placed, students cannot "jump" from one level to the next.

What should I do if I have a disability that affects my language learning?

Students who have a disability that affects their language learning are encouraged to seek advice from the Student Disability Access Center (SDAC). Learn more about possible accommodations, including modification of the requirement.

Related Topics

World language coordinators, world language requirement disability-related accommodations.

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World Language Credit Program

World language competency-based credits.

Did you know that as a high school student you may be able to get credit for a language that you already know?

World Language Competency-based Credits (WLCbC) are when students earn high school graduation credits for language skills by showing proficiency on an accepted test.

Identifying Eligible Students

Who is able to earn world language competency-based credits.

All students are allowed to earn WLCbC.

What languages are eligible for WLCbC?

All languages are allowed to earn WLCbC.

What Graduation Pathway should a student choose to earn credits?

All pathways allow a student to earn WLCbC.

For more information on the program visit the Office of Superintendent of Public Instruction's:  World Language Competency-Based Credits (OSPI web page) .

World Language Credit Program provides these opportunities for students:

• To honor and validate students' first language and the languages of their families
• To provide opportunities for fluent and literate speakers to receive high school credit for their knowledge of these languages
• To open up opportunities for students to access core subject credits required for graduation (This is a significant opportunity for ELL students who enter the U.S. high school system mid-year or with limited core subject credits.)
• To prepare bilingual students for future career opportunities in private industry and to meet government needs for skilled bilingual speakers
• To motivate students to take advanced courses in their heritage languages at their schools, in college or at ethnic community centers

For more information on the program visit the Office of Superintendent of Public Instruction's World Languages page .

Washington State Seal Of Biliteracy

The Washington State Seal of Biliteracy was established in 2014 with the intent to recognize public high school graduates who have attained an intermediate-mid proficiency in English and one or more world languages, including American Sign Language and Tribal languages. Students in all Graduation Pathways are eligible to earn the Seal. Participating school districts with students eligible to receive the Seal shall place a notation on a student's high school diploma and high school transcript indicating that the student has earned the Seal. For more information visit the OSPI's Seal of Biliteracy page .

World Language Credit Brochures

Available by request from the Office of Superintendent of Public Instruction's World Languages page  in the following languages.

• English (black & white)

World Language Credits Video Clips on YouTube

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Language Tests Around the World and How to Prepare for Them

Learn more about the current most popular language proficiency tests. Make sure you can prepare well for each one.

The English Language Proficiency Test - TOEFL

The english language proficiency test - ielts, the french language proficiency tests - dalf and delf, the french language proficiency test - tcf, the german language proficiency test - testdaf, the spanish language proficiency test - dele, the european language certificates - telc, the chinese language proficiency test - hsk, the japanese language proficiency test - jlpt, preparing for any language proficiency test: key steps, final thoughts.

Language proficiency tests are used to test your skills in various foreign languages, such as reading, writing, listening, and speaking. They are used to assess abilities against specific levels of language fluency - for example, the Common European Framework of Reference for Languages (CEFR), which is an international standard for describing language ability.

In some cases, language tests are crucial. They are often necessary when you’re moving to another country, looking for a job abroad, or even applying for a position in a different language. Whether it comes to immigration or career, government agencies will want or need to see your language proficiency test certificate.

Language proficiency testing can often be challenging and stressful and put enormous pressure on the learners. But despite the challenges, it is sure to give you a valuable learning experience as well as provide you with the necessary documents for a life abroad.

Let’s discuss the most important tests for linguistic competence that are used worldwide, including TOEFL, IELTS, TAF, and several others you may need to pass, so that you know what you may need to pass.

We’ll also share some helpful tips regarding preparing for these and all the other language proficiency tests so that you are able to get ready without stressing too much. Read on.

Want to practice your skills right now? Do it here.

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What Is TOEFL?

TOEFL is an abbreviation for Test of English as a Foreign Language. It is designed to assess your proficiency level in understanding and using English, especially in academic settings. Today, it’s one of the most widely-used language proficiency tests worldwide.

Many academic institutions all over the world require foreign students to take it before applying. The more competitive a school is, the higher TOEFL score you’ll need to get in. You may also need to pass the TOEFL exam before applying to an exchange program or for a student visa.

TOEFL Structure

TOEFL consists of four sections: Reading, Listening, Speaking, and Writing. Each section has a different number of questions and time limits that must be adhered to by the test takers. The total time for the whole test is 3-3.5 hours, including a 10-minute break.

• The reading section includes 3 or 4 passages that you must read with 10 questions per passage.
• The listening section contains 4 to 6 different lectures or conversations which you must listen to and then answer the corresponding questions.
• The writing section is divided into two tasks. One requires you to summarize a short passage or an audio lecture, while the other is slightly more independent - you respond to a choice question (for example “do you agree or disagree that…”) and provide arguments why you think so.
• The speaking section is the most complicated out of them all, but it does follow a certain pattern, so you can prepare. It consists of four tasks: two independent ones, where you will be asked to talk about your interests and opinions; and two integrated ones, where you will read or listen to a piece of text and then discuss it.

Taking the TOEFL Test: Formalities

The test is available in two formats: internet-based (TOEFL iBT Home Edition) and paper-based.

The internet-based TOEFL exam is similar to the traditional one, and you can take it at home or at an authorized test center. When taking TOEFL at home, you will need to complete all the requirements . The paper-based TOEFL test may be taken only at approved testing centers.

The price of the test varies depending on the format and your location from $160 to $300.

You get your results approximately 10 days after your test. The internet-based test results should be available just 6 days after taking the exam. TOEFL scores show five proficiency levels: high, intermediate good, fair, limited, and low.

What to Remember When Preparing for TOEFL?

• The main thing you need to be prepared for this English proficiency test is taking notes . You will listen to various audio clips during TOEFL and then will have to speak, write, or answer questions based on them.

These clips will be played just once, which is why you need to take notes in real time and mark down all the important information so that you can use it later. The better your notes are, the better your answers will be.

• For students taking a TOEFL exam for the first time, it may be challenging to read long paragraphs quickly or understand the meaning of some new words based on the context. Because of that, it is extremely important to practice reading and taking in large amounts of information quickly before attempting TOEFL.
• It’s important to remember that TOEFL tests not only your knowledge of grammar and vocabulary, but also your listening comprehension skills. One of the best things you can do to make sure you pass the listening part of the exam is to regularly listen to English podcasts, news, and radio .

This is especially helpful since you practice understanding English speakers via audio recording without any visual cues, just as it will look like during the test. Moreover, mimicking the speaker and repeating what was said can help you boost your speaking skills and improve your English pronunciation.

What is IELTS?

IELTS is an abbreviation for International English Language Testing System. It is a standardized test of English language proficiency for people who need to study or work in an environment where English is used for communication. This exam assesses the same four skills: listening, reading, writing, and speaking.

While TOEFL is managed by a private non-profit organization (ETS - Educational Testing Service), several organizations are responsible for managing IELTS - the British Council, IDP Education, and Cambridge English Language Assessment. IELTS is one of the major English proficiency tests around the world.

You might be asked to complete this exam to study in a university, move abroad for work or migrate to an English-speaking country like Canada, Australia, New Zealand, the UK, or the USA. While in many countries, different language tests are accepted by the immigration authority, in the UK, IELTS is the English Language Test approved by UK Visas and Immigration (UKVI).

IELTS Structure

The IELTS test is divided into four separate parts: listening (30 minutes), reading (60 minutes), writing (60 minutes), and speaking (11-14 minutes). The reading, writing, and listening parts are done on paper, while the speaking test is a face-to-face interview between the candidate and an examiner.

• The speaking section includes three parts: introduction and interview (you talk about yourself), the long turn (you talk about a certain topic the examiner gives you), and discussion (you and the examiner discuss issues related to the topic).
• In the listening section, you will listen (just once) to four audio recordings and answer 10 questions about each one. Note that different accents are used in the recordings.
• In the reading section, you will read 3 academic texts and answer 40 questions of different types (multiple-choice, true/false, matching information, short answers, etc.)
• The writing section consists of two tasks, and you must complete both of them. For the first one, you need to describe a graph, table, chart, or diagram in your own words. For the second task, you will be given a point of view, an argument, or a problem which you will need to discuss.

For each of the four parts, you will receive a score between 0 and 9. A minimum of 5.5 or 6.5 is usually required when you are applying to a university.

The IELTS test has two versions: Academic (geared for students applying to universities) and General Training (for migrants). These differ in the reading and writing sanctions, where the Academic version is focused on the student’s language proficiency in the academic settings, the the General Training - on the person’s practical, everyday knowledge of English.

Taking the IELTS Test: Formalities

The IELTS fee varies based on your location depending on the format and purpose.

If you take an online test, your results will be ready in about 5-7 days. You will get the results for a paper-based test within 13 days from the date of your test plus delivery.

Test dates are scheduled through appointment only, throughout the year, and in over 1000 locations worldwide. You can book a test online.

What to Remember When Preparing for IELTS?

The preparation for IELTS doesn’t differ a lot from the preparation for the TOEFL. You need to be able to make good notes , work on your listening and reading skills , and try to immerse yourself in the language .

For Academic IELTS, you should also be able to use appropriate English terms when writing. It should help to practice writing on topics that are common on IELTS.

What are DALF and DELF?

DALF ( Diplôme Approfondi de Français Langue Étrangère , or Advanced Diploma in French Language) and DELF ( Diplôme d'Études en Français Langue Étrangère , or Diploma of French-Language Studies) are tests of French language proficiency developed by the Centre International D’études Pédagogiques (CIEP).

These are the only French as a foreign language diplomas issued by the French Ministry of Education.

These diplomas are intended for students who have studied French in school/university and must prove their professional knowledge of French. If you want to study, work or immigrate to a French-speaking country, you might need to pass one of these tests.

DELF covers the first four levels of the CEFR: A1-B2. Depending on the reason you are taking the exam, you need to pass a different DELF exam. Each exam tests you in four different areas: reading, writing, listening, and speaking. The higher the level of the exam, the longer it will take (DELF A1 - 1h 20 min, DELF B2 - 2h 30 min).

To pass the exam on any level, you must get a score of 50/100, with a minimum of 5/25 in each area.

Unlike DELF, DALF covers only two levels of the CERF: C1 and C2. If you want to study in France or in French, you will need to pass this exam (usually C1). The DALF diploma is also often required in large companies where employees are expected to be fluent in French.

DALF also consists of four parts and tests you on reading, listening, writing, and speaking. To pass the exam, you need to score 50/100 with a minimum of 5/25 in each part.

How to Prepare for DALF and DELF?

As you can see above, the DALF and DELF are detailed exams that test your knowledge of French beyond the level of regular conversation. To prepare for these tests, it is important to study not only your vocabulary and grammar, but learn how to talk to a native speaker in formal situations and get used to French pronunciation.

What’s more, since each exam is different from the other, make sure to research each one and take and prepare for the format.

What is TCF?

TCF stands for Test de Connaissance du Français (Test of French Knowledge). It is an official state examination that tests your oral and written skills in French and is administered by Centre International d’études Pédagogiques (CIEP) or the French Ministry of Education.

This test is often used to assess the level of French of non-French speakers for professional or academic purposes - for example, studying in a French university. You also need to pass it when seeking permanent residence in France or Canada.

TCF Structure

This test is a little more complicated than the ones we mentioned before. It consists of two parts: Compulsory and Optional. The compulsory test has three subsections: listening, use of language structures, and reading comprehension.

• The listening section consists of a test with multiple-choice questions that are based on a video recording. This tests your ability to understand common expressions and words.
• The use of language structures section includes a written test that checks your grammar knowledge and vocabulary in complex sentences.
• The reading part requires you to analyze the article and answer questions based on it.

The Optional Test consists of two parts - speaking and writing. You can take these once you’ve passed the Compulsory Test - directly after or during two years after (this is how long your score is valid).

• During the speaking section, you will have a one-on-one interview with an examiner. It lasts 12 minutes and the examiner can ask you questions about your life, plans, interests, etc. The questions start at the A1 level and go to C2 level.
• The written part lasts 60 minutes and consists of three writing tasks - a small message of no more than 120 words, a small message/letter/note of 150 words, and two opinion pieces of 180 words each.

The compulsory exam takes 85 minutes and the optional - 72 minutes. The cost varies depending on the tests you take from $230 to $460. The fee may be higher depending on the exam center you’re taking the test in.

TCF is offered in more than 600 exam centers worldwide .

What to Remember When Preparing for TCF?

When preparing for taking the TCF exam, it can be helpful to hire a tutor who has experience in helping people pass the exam. A regular French tutor will also be a good step if you know already what exactly you need to work on.

There are also many free online resources that can help you prepare for TCF. When looking for them, make sure the materials are up-to-date and have good reviews.

What Is TestDaF?

TestDaF is an abbreviation for Test Deutsch als Fremdsprache. It is designed to assess your ability in German and is run by the independent TestDaF-Institut. It is also supported by the German Rectors’ Conference (Hochschulrektorenkonferenz), German Academic Exchange Service, and the Goethe-Institut.

You might need to take this test if you want to study or work in a German university. All German universities recognize the TestDaF certificate, so if you need to take a German language proficiency test for academic purposes, TestDaF will be enough.

TestDaF Structure

The exam consists of four sections: reading, listening, speaking, and writing. The total time for the whole test is 3 hours and 10 minutes, not including the breaks.

• The reading part consists of 30 questions based on 3 texts of different levels.
• The listening part includes listening to 3 audio recordings and answering 25 questions.
• For the writing part, you have to complete one written task - describe statistical data (usually a graph or a table) and then answer a question related to this data.
• The oral part requires you to complete 7 different tasks to prove your ability to speak German in different situations related to the field of higher education.

The test is graded using 3 levels of language knowledge - TestDaF-Niveaustufe 3 (TDN 3), TestDaF-Niveaustufe 4 (TDN 4), and TestDaF-Niveaustufe 5 (TDN 5). TDN 3 and the lower half of TDN 4 correspond to the B2 level, and the upper half of TDN 4 and TDN 5 - to C1.

You can take the TestDaF in 450 test centers in 95 countries worldwide, usually local German and foreign universities, DAAD editorial offices, and Goethe-Institut. The fee varies depending on the country.

How to Prepare for TestDaF?

There are many online materials, sample tests, and tips for the examination available on the official website of TestDaF . There you can also take a placement test before taking the exam.

If you want some help during your preparation for the test, you can enroll in a TestDaF preparation course offered by official test centers or language schools - these are available both in Germany and in many foreign countries. You can find a list of such places on the website as well.

What is DELE?

DELE, Diplomas de Español como Lengua Extranjera are diplomas issued to non-Spanish speakers who pass the test administered by Instituto Cervantes on behalf of the Spanish Ministry of Education and Science.

DELE is recognized by many educational and business institutions all over the world, so you may need to get it to study in Spanish or apply to certain positions where a good knowledge of Spanish is required.

DELE Structure and Formalities

The structure of the test varies depending on the level you’re taking it in: A1 to C2. Nevertheless, each variant of the exam tests your reading, speaking, listening, and writing skills. DELE focuses on your ability to use grammar and comprehend the Spanish language.

You need to research which diploma is required by the institution you’re applying to before taking the test. B2 is usually enough for most Spanish universities, and C1 is required for medical studies.

The results are published three months after the examination, upon the approval of grades by the University of Salamanca. You need to pass each part of the exam to pass the entire test.

DELE can be taken in more than 800 centers in over 100 countries. The fee for the test varies depending on the level and location of the test.

What to Remember When Preparing for DELE?

The questions on the test vary depending on the level. For example, DELE A1 checks your ability to use Spanish in basic situations, such as common everyday tasks, while C1 tests if you have sufficient linguistic competence in Spanish, can express yourself fluently and spontaneously, and are able to understand a wide range of information.

Apart from boosting your skills and working on your Spanish knowledge, you can obtain the sample tests and audio materials on the official DELE page to prepare in the most effective way.

What Is telc?

telc language tests, or the European Language Certificates, are a number of language exams available in 10 languages: English, German, Turkish, Spanish, French, Italian, Portuguese, Russian, Polish, and Arabic. Just like DELF and DALF, you can choose the level of the test you want to take - from A1 to B2 or C2 (depending on the language).

The European language certificates are recognized in many countries. telc - Deutsch is managed in partnership with the German federal government.

If you want to apply for a German residency permit or citizenship, you need to take this test. For example, for a German visa concerning the subsequent immigration of a spouse, an applicant has to pass the telc A1 exam.

The telc exams are also accepted in many universities worldwide, as well as used for proof of language knowledge in the context of professional recognition.

telc Structure

The exam consists of four sections (reading, writing, listening, and speaking), and two parts.

• The written part includes reading comprehension , language elements (that test your grammar and vocabulary), listening , and writing .
• The oral part consists of a presentation (where you present something briefly to your partner), a discussion on a controversial topic, and carrying out a given task .

Taking the telc test: Formalities

telc is a standardized test that can be taken at one of the 3,000 testing centers worldwide. Test results are available after four to six weeks and are valid for an unlimited period.

The fees for taking the test vary on the language and level. Check the price for the exam you want to take in your local testing center or online .

What to Remember When Preparing for telc?

The best way of preparing for telc is by boosting your CERF level and taking mock exams to familiarize yourself with the test structure. Don’t focus just on the things you may have to deal with on the test - work on your grammar, vocabulary, speaking and listening skills and try to improve your knowledge of the foreign language.

To make sure you’re as ready as you can only be, you may also download free tips for the test takers on the official telc website . These can help you stay sharp when studying.

What is HSK?

HSK is an abbreviation for the Chinese Proficiency Test ( Hànyǔ Shuǐpíng Kǎoshì ) and it is the only standardized test for Mandarin Chinese. It is managed by an agency of the Ministry of Education of the People's Republic of China called Hanban.

You need to take HSK if you want to study in a Chinese University or work for a Chinese company. Different levels of the test (from 1 to 6) can be required by different institutions.

HSK Structure

HSK test takers are divided into three stages (beginner, intermediate, and advanced) and levels from 1 to 9, where HSK1 is designed for learners who know some simple Chinese characters and can create basic sentences, while HSK9 is used for learners who can fluently and smoothly communicate in Chinese.

The test focuses on testing your knowledge of Chinese syllables, characters, words, and grammar. The basic levels (1-3) test from 500 to 2245 words, the intermediate levels (4-6) from 3245 to 5456 words, and the advanced levels - from about 6000 to 11000 words.

The difficulty of the materials you get through the test also varies depending on the level. Beginners will get some very simple materials to prove that they can understand and communicate on simple topics in Chinese.

Intermediate learners will get slightly modified authentic materials or authentic materials written/spoken in a clear manner that are used by educated native speakers. These can include simple articles, simple commentaries from magazines and newspapers, etc.

Advanced learners will get longer, more complicated and abstract materials, such as excerpts from Chinese university textbooks, extracts from modern Chinese literature, interviews from the media, etc. Some materials concerning Classical Chinese are also included in this level.

The HSK test can be taken in designated test centers in China and abroad - you can find a list of them on the official website . Results are available around 30 days after taking the test. The fees vary depending on the level and location where you’ll be taking the test.

What to Remember When Preparing for HSK?

Vocabulary and grammar are the key to HSK and the foundation of your knowledge, which is why you should focus on them as much as possible. Check the vocabulary lists online according to your level and drill them. You can use flashcards or other methods designed specifically for increasing your vocabulary.

Listening is another thing. The Chinese language is especially hard to understand if you don’t have any prior experience hearing a tonal language - so work on your listening skills as much as possible during the preparation. Practice finding the key words and happenings in the materials you’re listening to; this will help you greatly on the exam.

To prepare for the HSK most effectively and do everything to pass it, you can also attend a coaching class or do mock-up exams online.

What Is the JLPT?

The Japanese Language Proficiency Test (JLPT) is a standardized test of Japanese language proficiency for non-native speakers. It is administered by Japan’s Ministry of Education, Culture, Sports, Science and Technology.

You may need to take the JLPT to immigrate to Japan, study, or work there. Some companies that hire employers with Japanese may require applicants to take this test.

JLPT Structure

There are currently five JLPT levels: N1 to N5, where N1 is the highest, and N5 - the lowest.

The JLPT is held only two times a year in July and December in Japan and overseas. Unlike other language tests, you can’t retake it every few months.

The format of the JLPT has been revised several times. The current test format was introduced in 2010. Now, there are only two parts for each level: language knowledge (divided into vocabulary, grammar, and reading) and listening. Levels N5 to N3 also have reading as a separate section.

To pass the test, you need to pass each section individually and achieve an overall pass mark. The minimum pass marks for each section are 19/60 (or 38/120 for the language knowledge section on the N4 and N5). The overall pass marks vary from 100/180 on the N1 and 80/180 on the N5.

The fee for the test varies depending on the level and location.

What to Remember When Preparing for the JLPT?

To successfully prepare for the JLPT, it is important to know what it expects from you. In the first place, JLPT needs you to focus on understanding speech and expressing yourself in Japanese, and only then show that you’ve mastered grammar structures.

Because of that, it’s important to focus on the practical side of the language when preparing. While with IELTS or other similar proficiency tests, you might have looked for mock exams and example questions, here, try to boost your knowledge as much as possible - and make sure that your Japanese usage is great.

Each language proficiency test differs from another; but regardless of that, there are several common steps that all can help you prepare well and ace your exam - whether it’s the IELTS, DELF, JLPT, or any other tests.

1. Learn everything about the test .

You may know the foreign language at a great level, but language proficiency tests are not always about daily, regular language use. Often their structure is directed at checking someone’s academic level of a certain language, which often means that without preparation, even native speakers can not reach the desired score .

Learn everything about what’s on the test and what it requires from you - what kind of vocabulary, grammar knowledge, and speaking skills. This will significantly boost your chances of passing.

2. Check your language level .

Whatever the reason you are taking the test, you need to be able to estimate your score. Universities, immigrations services and job positions require different skills and different tests - for example, a B1 might be enough to move to the UK, but application to an Ivy League university will require much more from you.

Also, unlike IELTS or TOEFL, where you will pass regardless of the score, many language tests have different variants for different language levels. To pass them, your language skills need to be on a certain level - so you should know where you are now and where you want to get.

3. Look for test-specific materials .

Each language test has different exercises - and while in some, you may deal only with multiple-choice questions, as in TCF listening, or no writing tasks, as JLPT, others will have many types of questions and several writing tasks on different topics, as, for example, TOEFL.

Because of that, it’s important to get prepared for the specific tasks and exercises that you will encounter on the test. Many official websites have free preparation materials for the test-takers, as well as example questions and even practice tests. You can also find many materials specific for each test online.

Use these to prepare for the test - this will help you get familiar with the structure and type of tasks, as well as focus only on the necessary exercises.

4. Practice each skill and take mock exams .

Language tests usually check the four major skills - reading, writing, listening, and speaking. Even if you are very good in some of them but not great at others you might not pass or get the necessary score. This is why working on all the language skills when preparing for the test is a must.

Listen to podcasts and audio recordings, practice reading and making notes, learn academic vocabulary and writing structures, and work on your pronunciation and intonations.

Learning together with someone or hiring a private language tutor may be especially beneficial for this, as another person can point out what you need to improve and help you with that. You can also use language-learning apps such as Langster to stay motivated and have some fun while learning.

These are just some of the language proficiency tests around the world - and of course, there are a lot more of them for all kinds of languages. As you have just learned, many language tests are similar in the way they test your skills and the amount of preparation they require.

The key here is to remember that a language test is just a tool with a specific aim. If you need it to move to another country or study in a foreign university, you will need to work on the specific skills it tests. Language schools, private tutors, and online materials can help with that - and very often, the more strategies to beat the test you look at, the bigger are your chances of passing it.

However, remember that language tests don’t always reflect your knowledge - so apart from preparing specifically from one of them, try to immerse yourself in the language as it is used by native speakers. Also, try to look for interesting learning materials that don’t only help you prepare but also keep your motivation up. Remember - learning can be fun if you have the right tools.

Beata Hardzei

Beata Hardzei loves languages and shares this passion through her writing. Speaking English, Polish, Russian, and French, she explores the nuances of foreign languages, aiming to make learning feel more like a journey than a task. Beata's background as a teacher and translator enriches her insights, helping you see language learning as an accessible, enriching experience.

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Language other than English

Course criteria & guidance.

All courses approved for the language other than English (LOTE, E) subject requirement will expand the student’s view of the world, exposing her or him to diverse modes of thought. A World Language, or LOTE, classroom should integrate 21st century skills for students to develop language and communicative proficiency that moves beyond a focus on listening, viewing, speaking, signing, reading, and writing as mutually exclusive skills, as similarly outlined in the World Language Content Standards for California Public Schools [PDF] .

True language proficiency is best measured in accordance with the guidelines established by the American Council of Teachers of Foreign Language . Courses following such guidelines will be taking a substantial step toward meeting the goals of the LOTE E  subject requirement.

Course Content Guidelines

All courses satisfying the LOTE (E) subject requirement are expected to fulfill these criteria:

• In keeping with the Common Core College and Career Readiness Anchor Standards in Reading, Writing, Speaking, and Listening [PDF], LOTE courses must stress formal and authentic written, oral, and signed (American Sign Language) assignments as part of the curriculum.
• Specify the source of the authentic literature, its genre, or topic, and include the length of the passages/texts as well as relevance to unit or lesson.
• Written assignments should also be described in terms of topic, length, type of composition (descriptive, reflective, interpretive, analytical, etc.), and intent of the assignment.
• Sentence writing, dictation, journal entries, and paragraphs pertinent to the linguistic and cultural topics of the course would all be acceptable types of writing practice.
• At the third/fourth-year level, students are expected to have some exposure to works of literature written and read in the target language. Associated writing assignments should also demonstrate appropriate levels of difficulty.

Two years of college-preparatory coursework required (or through the second level of high school instruction) of the same language other than English (three years are recommended). Language levels are defined by the number of years of high school instruction (e.g., LOTE 1= 1 year; LOTE 2 = 2 years, etc.).

For information on how a student can fulfill UC A-G admissions requirements, please visit the UC Admissions website.

Skills Guidelines

LOTE (E) courses will prepare students to demonstrate competence in the following three language modes:

• Students will be given opportunities to express their own meaning, stances, and intentions in the target language, working on speaking and listening in a variety of interpersonal contexts.
• Student interactions will provide opportunities for the acquisition of cultural norms associated with the target language and progress in difficulty as contact hours with the language increase.
• Courses will provide evidence of what students do to routinely practice speaking and listening skills (e.g., language lab, pair work, online activities, discussion with peers or instructor, call and response, total physical response, recitation, or signing), and specify how listening and speaking will be evaluated, formally and informally, at levels of difficulty appropriate to the language level.
• Students will develop an appropriate cultural interpretation of meanings that occur in written, spoken, and/or signed (American Sign Language, ASL) form.
• Reading, listening, and/or viewing (ASL) comprehension will be incorporated into the proposed curriculum in keeping with the language level.
• Activities will be based on authentic source materials from the target culture (e.g., poetry, screenplays, blogs, web pages, lyrics, advertisements, journalism, short stories, and novels).
• Students will create oral, written, and signed (ASL) messages in a manner that facilitates interpretation by members of the culture associated with the target language.

Honors Course Criteria & Guidance

Honors-level LOTE (E) courses will demonstrate distinctive features that set them apart from non-honors high school courses in the same target language and will fulfill the following criteria:

• General A-G honors-level course criteria .
• Be designed as an advanced language course (i.e., language level 3 or 4+) with the appropriate reading and writing load, and expectations to develop critical thinking skills and/or literacy skills aligned to the particular language level.
• Describe the use and integration of authentic literature as well as the presentation and practice of advanced literacy and communicative skills.

Core Competencies

The LOTE (E) subject requirement aims to improve students’ knowledge of language structure as a whole, while improving their cultural awareness and literacy in a second language in an effort to develop the global awareness necessary for success in an interconnected world.

More important than any specific communicative outcomes of approved LOTE courses is the continued development of students’ proficiencies in the following:

• Appropriate acquisition of the structural components of language (i.e., phonology, orthography, American Sign Language parameters, morphology, syntax, semantics, and pragmatics) that are anchored in real communication to improve competence in listening, reading, viewing, speaking, signing, and writing.
• Understanding of how linguistic choices depend on the setting, goals, and participants in communicative interactions (e.g., choosing between familiar and polite forms).
• Achievement in language acquisition, as measured in terms of comprehensibility, comprehension, language control, vocabulary use, communication strategies, and cultural awareness.
• Knowledge of cultures associated with the target language, including the shared perspectives, social institutions, practices, products, and geographical factors affecting the relevant speech communities.
• Knowledge of literary and cultural texts and traditions, including major literary figures, works, and intellectual movements, to fuel understanding of the target culture and broaden one’s views on cultural difference.
• 21st century skills
• Language and communicative proficiency through real-life communication, authentic tasks and resources, a keen understanding of culture and language, and a strong emphasis on interpersonal, interpretive, and presentational modes.

World Language instruction should emphasize purposeful opportunities to use the language beyond the classroom and ideally will leverage digital technology and communication tools to foster access to resources and information in the target language.

K-12 World Language Assessment Research Brief

By Caitlyn Pineault, Malik Stevenson, & Margaret E. Malone

Curious about trends in K-12 assessment? This brief provides an overview of the relationship between language learning standards and different assessment tools

This research brief can also be viewed and downloaded as a pdf here .

What does it mean?

National Standards for Foreign Language Learning articulate targeted competencies across five goal areas: Communication, Culture, Comparison, Communities, and Connection (National Standards Collaborative Board, 2015).

Performance-based assessments involve integrating content to create a complex product or response using multiple skills and/or modes of communication (Liskin-Gasparro, 1996).

Alternative assessments include portfolios, observations, self-assessments, and conferences that assess learners’ progress toward course goals.

• K-12 assessments often target the “Communication” goal area and the presentational mode of communication (Troyan, 2012; Cox, Malone, & Winke, 2018).
• There is a gap between what language assessments measure, what standards describe, and what teachers believe is important in language learning (Davin, Rempert, & Hammerand, 2014; Kissau & Adams, 2016).
• The standard and computerized OPI are valid and reliable tools for assessing oral skill development of the ACTFL proficiency levels (Thompson, Cox, & Knapp, 2016).
• The ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) and Student Oral Proficiency Assessment (SOPA) are reliable and effective measures of student performance and speaking/listening skills in K-12 learners (Thompson, Kenyon, & Rhodes, 2002; Cox & Malone, 2018).
• Alternative assessment measures have been found to positively relate to student scores on proficiency-oriented assessments (Brown, Dewey, & Cox, 2014).

It can be said that… 

“The aim of assessment is primarily to educate and improve student performance, not merely to audit it” (Wiggins, 1998, pg. 7).

For instructors and administrators:

• When assessments and classroom instruction are mutually informing, they advance and inform student development.
• Instructors need support to develop and implement or select and use assessments to provide information to themselves, their students and their programs.
• Assessments can provide concrete evidence to highlight the extent to which language programs are achieving their student-outcome goals.

For researchers:

• The alignment between curriculum, teaching practices, assessment tools, and national language standards merits further exploration.
• To determine reasonable proficiency targets for K-12 students, longitudinal studies on different language program models are critical. 
• Assessment outcomes can provide much-needed articulation among K-12 programs and from secondary to post-secondary programs.
• There is a need for more K-12 assessments that can accurately and reliably measure students’ receptive skills.

Also read…

Cox., T.L., Malone, M.E., Winke, P. (2018). Future directions for assessment: Influences of standards and implications for language learning. Foreign Language Annals, 51 , 104-115.

Glisan, E., & Donato, R. (2020). Enacting the work of language instruction, Volume 1: High-leverage teaching practices (2 nd ed.). ACTFL.

Brown, N.A., Dewey, D.P., & Cox, T.L. (2014). Assessing the validity of Can-Do Statements in retrospective (then-now) self-assessment. Foreign Language Annals ,  47 , 261-285.

Cox, T.L., & Malone, M.E. (2018). The validity argument to support the ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL). Foreign Language Annals, 51 , 548-574. 

Davin, K. J., Rempert, T. A., & Hammerand, A. A. (2014). Converting data to knowledge: One district’s experience using large‐scale proficiency assessment.  Foreign Language Annals ,  47 (2), 241-260. Elder, C. (2009). Reconciling accountability and development needs in heritage language education: A communication challenge for the evaluation consultant.  Language Teaching Research ,  13 (1), 15-33. Heining-Boynton, A. L. (1990). The development and testing of the FLES program evaluation inventory.  The Modern Language Journal ,  74 (4), 432-439. Hur, J. W., & Suh, S. (2010). The Development, Implementation, and Evaluation of a Summer School for English Language Learners. Professional Educator , 34(2).

Kaplan, C.S. (2016). Alignment of world language standards and assessments: A multiple case study. Foreign Language Annals, 49 , 502-529. 

Kissau, S., & Adams, M.J. (2016) Instructional decision making and IPAs: Assessing the modes of communication. Foreign Language Annals, 29 , 105-123.  

Kondo-Brown, K. (2002). A Longitudinal Evaluative Study on Child JFL Learners’ Oral Performances.  Japanese Language and Literature ,  36 (2), 171-199.

Liskin-Gasparro, J. (1996). Circumlocution, communication strategies, and The ACTFL Proficiency Guidelines: An analysis of student discourse. Foreign Language Annals, 29 (3), 317-330.  

Nikolov, M. (2016). Trends, issues, and challenges in assessing young language learners. In M. Nikolov (Ed.), Assessing young learners of English: Global and local perspectives (pp. 1-18). New York: Springer. 

The National Standards Collaborative Board. (2015).  World-Readiness Standards for Learning Languages . 4th ed. Alexandria, VA: Author.

Thompson, G.I., Cox, T.L., & Knapp, N. (2016). Comparing the OPI and the OPIc: The effect of test method on oral proficiency scores and student preference. Foreign Language Annals, 49 (1), 75-92. 

Thompson, L.E., Kenyon, D, M., & Rhodes, N.C. (2002). A validation study of the student oral proficiency assessment (SOPA). Washington, DC, & Ames, IA: Center for Applied Linguistics and Iowa State University National K-12 Foreign Language Resource Center. 

Troyan, F.J. (2012). Standards for foreign language learning: Defining the constructs and researching learner outcomes. Foreign Language Annals [Supplement], 45, S118-S140. 

Wiggins, G. (1998). Educative assessment: Designing assessment to inform and improve student performance (1 st ed.). Jossey-Bass Publishers. 

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Introduction

Over the past four decades, language learning standards have shaped the development of K-12 world language curriculum, assessments, and instruction (Kaplan, 2016). Situating these standards at the center of teaching and learning efforts maximizes the ability of assessments to reliably report students’ linguistic development (Cox, Malone, & Winke, 2018). Strong assessment practices are cyclical in nature, documenting not just a learners’ performance at one point in time, but also informing both learners’ and instructors’ plans for ongoing growth (Nikolov, 2016). Recent research in this area has focused predominantly on oral proficiency assessments.

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Main navigation, mobile translate ( don't delete ), mobile utility, header holder, header logo, header right, header utility, mobile toggle ( don't delete ), in this section, world languages credit-by-exam: frequently asked questions, world language credit-by-exam faq, what is credit-by-exam, why should students take the credit-by-exam, how many world language credits can students earn by taking the exam, who is eligible to take the exam, who is not eligible to take the exam, who should not take the exam, can students who are non-native speakers of a language take the exam, in what languages is the exam offered, how does the rating of a credit by exam assessment help students attain the seal of biliteracy, how is the exam scored and will students receive a grade for the exam, how many exams are given each school year, what is the cost to take an exam, can students repeat the exam, when is the exam administered, how and when can students sign up for the exam, how can students prepare for the exam.

ACPS offers students with the ability to comprehend and communicate in languages other than English, the opportunity to earn up to three high school credits for world languages. Students need to demonstrate their language proficiency on a division-approved national or international assessment. ACPS approved nationally normed assessments are the AAPPL, ALIRA, ASLPI, OPI and WPT.

There are four main advantages to taking a World Language Credit-by-Exam. It affords students the opportunity to:

Fully or partially meet the world language requirement for the advanced diploma. The advanced diploma requires either three high school credits of one language or two high school credits of two languages.

Meet the world language requirement for the Virginia Diploma Seal of Biliteracy.

Meet the graduation requirement for “consecutive elective credit.”

Earn high school credits if a student was placed in a higher-level language course; e.g., a student placed into French Level 3, however, can only earn credit for Level 1 and 2 by taking the official Credit-by-Exam assessment, as a school/teacher administered placement exam does not allow for award of credits.

Students can earn up to three world language high school credits. Credits are awarded based on the student’s proficiency rating on a nationally or internationally normed assessment.

Students in grades 6-12 are eligible to take a credit-by-exam assessment if they can read, write, speak and listen in the language of the exam tested. Students must be able to complete all work independently at the novice-high proficiency level or higher. Students should review the self-assessment (PDF) grid to see if this option is a good fit.

Students who want to replace a low or failing grade in a previously taken world language course.

Students who are enrolled in a world language level 4 course or Spanish for Heritage Speakers Level 3 should not take the exam. These students will take the AAPPL assessment towards the end of their course in the spring. Taking this assessment will offer them the opportunity to also meet the world language requirement for the Virginia Diploma Seal of Biliteracy.

Yes, non-native speakers of a language may take the assessment if they can read, write, speak and listen in the language of the exam tested. Students must be able to complete all work independently at the novice-high proficiency level or higher. Students should review the self-assessment (PDF) grid to see if this option is a good fit.

The exam is offered in most languages, including American Sign Language. View the information on available assessments and languages. Unfortunately, at this time, we cannot offer assessments in the following languages: Fuldude, Kannada, Malagasy, Mam, Tigrinya and Xhosa.

The assessments offered for Credit-by-Exam are also approved Virginia Department of Education (VDOE) nationally normed assessments for the Virginia Diploma Seal of Biliteracy. If students meet the minimum requirements set forth by the VDOE, students will meet the world language requirement for the Seal of Biliteracy. However, students still need to ensure that they meet the English requirement for the Seal of Biliteracy, which is passing the 11th-grade reading and writing Standard of Learning assessment or a state-approved equivalent, such as the WorkKeys.

Students will receive a proficiency rating in the ranges of novice to superior, depending on the assessment. Students will not receive a grade and as such, a student’s GPA will not be affected. The transcript will reflect the credit for the course as “pass.”

The World Language Credit-by-Exam is administered once per year in the fall. Seniors in need of credit to graduate should contact their counselor and the world languages instructional specialist for spring testing no later than February 28.

ACPS will pay for the first administration of an assessment. A student may repeat an assessment as many times as they wish, but ACPS only covers the cost of the first administration

Students may repeat the exams as many times as they choose, however, ACPS only pays for the first administration of the exam.

Check this space for specific dates when the exam will be offered. Some languages requiring the Oral Proficiency Interview or the American Sign Language Proficiency Interview will be scheduled individually and students/parents or guardians will be informed via email about the testing date and time.

Check this space for details. For students under the age of 18, both, students and parents or guardians or a school counselor must certify that all information provided is accurate. It is the responsibility of students and parents or guardians to check the provided email and post address regularly to ensure they receive all required information.

First, students need to determine the assessment they will take, which depends on the language assessment they request .

Preparation for AAPPL: (Arabic, Chinese, French, German, Hindi, Italian, Japanese, Korean, Portuguese, Russian, Spanish, Thai):

Review Tips on how to do well on the assessment :

Review and practice with demo tests . If your language is not available for practice, select English.

Be familiar with the keyboard shortcuts for accents and special characters: French , German , Italian , Portuguese , Spanish —instructions for shortcuts will be available during the assessment, however, students should already be familiar with them.

Be familiar with the keyboard layout for: Arabic , Hindi , Korean , Japanese , Mandarin Chinese (simplified) , Russian and Thai .

Preparation for Writing Proficiency Test (WPT): (Albanian (Booklet form only), Cantonese Chinese, Danish, Greek (Modern), Haitian Creole (Booklet form only), Hebrew, Norwegian, Persian Farsi, Polish, Turkish, Vietnamese):

Test Information

Preparation for Oral Proficiency Interview (OPIc): (Bengali, Indonesian, Pashto, Brazilian Portuguese)

Preparation for Oral Proficiency Interview (OPI):

There is no demo test for the OPIC.  

Preparation: ALIRA (ACTFL Latin Interpretive Reading Assessment):

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World Language & Seal of Biliteracy

TPS is committed to ensuring that students who speak, write, read, and listen/comprehend one or more world languages earn the credits and recognition they deserve for their language proficiency.

The World Language Competency-Based Assessment  allows students to demonstrate proficiency of reading, writing, listening and speaking in any language, even if they are not offered at our schools. High school students may request a test at no cost.

Determine if you are eligible to test - If you can answer yes to all of the below "I can" statements, contact your school World Language Assessment Liaison (WLAL) and provide a short writing sample (unless testing for ASL.) Ask your counselor, ELL teacher, or world language teacher if unsure who that is. 

World Language and Bilingual Students

• I can understand ideas on familiar topics expressed through phrases, short sentences, and frequently used expressions. [Listening]
• I can understand the main idea and some details in simple texts that contain familiar vocabulary. [Reading]
• I can exchange information with another person about familiar tasks, topics and activities. [Person-to-Person Communication]
• I can use a series of phrases and sentences to provide basic information about familiar topics. [Spoken Production]
• I can write simple descriptions and short messages and request or provide information on familiar topics. [Writing]

American Sign Language Students

• I can respond to simple, direct questions or requests for information by demonstrating limited communicative exchanges with short phrases on memorized topics limited to everyday survival needs; e.g., work, school, pets, and hobbies. Comprehension requires considerable repetition and/or rephrasing, and slow simplified communication with extra linguistic support.
• I can manage a number of uncomplicated communicative tasks in straight forward, practical situations using concrete exchanges and predictable topics. Comprehension requires frequent repetition. Misunderstandings may still occur.
• I can express personal meaning by combining and re-combining what I know and what I receive from the interviewer. I can create short statements and discrete sentences. I can generally be understood by the interviewer who is accustomed to dealing with non-native language users. Comprehension limitations are evident due to the need for frequent repetition or rephrasing of questions on both familiar and unfamiliar topics.

*If you have taken 2 or more years of an AP/IB world language course, take the AP/IB exam in that language to demonstrate your proficiency.

The Washington State Seal of Biliteracy  recognizes public high school graduates who have attained a high level of proficiency in speaking, reading, and writing in one or more world languages in addition to English. 

Students qualify for the Seal of Biliteracy by:

• Earning 4 credits in ELA coursework
• Meeting all graduation requirements, including proficiency in approved ELA State assessments
• 4 credits in an approved competency test
• AP score of 3 or higher
• IB SL or HL score of 4 or higher

Students who have earned the Seal of Biliteracy receive a medallion their senior year to wear for graduation and a gold Seal is placed on their diploma.

For more information, contact [email protected] ​

Family Resources:

• Competency Credit for Students (OSPI)
• World Languages  (OSPI)
• Competency Testing  (OSPI)
• WA State Seal of Biliteracy  (OSPI) ​

Examples of Tests :​​​​​​

• STAMP  - Standards-Based Measure of Proficiency
• AAPPL  - ACTFL  Assessment of Performance Toward Proficiency in Languages (Language Testing International)
• ASLPI  - American Sign Language Proficiency Interview for American Sign Language (ASL) (Gallaudet University)
• WAFLT  -Washington Association for Language Teaching
• WorldSpeak  - writing and speaking in less common languages (Avant)

Assessment & Research

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In this section, world language competency test.

Can you read, write, speak, and listen in a language other than English?

In the Northshore School District you can earn high school credit in a World Language by successfully passing a World Language Competency test and demonstrating your proficiency in reading, writing, speaking and listening. You may also earn a Seal of Biliteracy on your high school diploma for demonstrating a high level of proficiency.

Registration Information

Who should test, languages offered, test information, getting credit, what is the seal of biliteracy.

For the 2023-24 school year, the District has made some revisions to the existing World Language Competency Test. Due to current and future budget constraints, testing procedures have changed and we would like to share the following details with families:

Testing will be for high school students only. There is no testing for middle school students this year.

Each high school will have one test date during the months of January-March 2024. There will not be a fall and spring test, nor make-up testing opportunities.

Schools will send out testing and registration information in their school bulletins through ParentSquare.

Each high school test fee will be $75, paid online through Touchbase or directly at the school.

Fees will be waived for students who:

Qualify for free or reduced-price meals and who have provided consent to share their status for fee waivers.

Demonstrate financial hardship and are working with the school support team.

Students may develop world language skills in many ways. They may use another language at home, attend language programs in the community, learn language skills online or spend time living abroad. Students who have achieved some proficiency in a world language may seek to earn credit by taking an assessment that measures their proficiency.

Your test score is based on your lowest level of proficiency in the areas of reading, writing, listening and speaking. Take a moment to think about your current language skills in the language in which you wish to be tested (not English). If you can answer "Yes, I can do this fairly easily" to each statement, you will likely be able to earn 1 to 2 credits. If you can answer “Yes, I can do this very easily” to each statement, you may be able to earn 3 to 4 credits. Listening:  I can understand ideas on familiar topics expressed through phrases, short sentences, and frequently used expressions.

Reading:  I can understand the main idea and some details in simple texts that contain familiar vocabulary.

Person-to-Person Communication:  I can exchange information with another person about familiar tasks, topics and activities.

Speaking:  I can use a series of phrases and sentences to provide basic information about familiar topics.

Writing:  I can write simple descriptions and short messages and request or provide information on familiar topics.

Below is just a small sampling of the languages available, representing some of the languages we see requested most frequently. NSD utilizes three test vendors covering over 100 languages, so it is rare to have a language requested for which a test is not available.

To request a language not listed below, please indicate your language preference when registering. 

...and many more!

When you register, you will choose the language in which you wish to test. Different languages use different tests.

If you plan to test in  Arabic, French, German, Hebrew, Hindi, Italian, Japanese, Korean, Mandarin (Simplified or Traditional), Polish, Portuguese (Brazilian), Russian or Spanish , you will take the online  Standards-based Measurement of Proficiency   (STAMP 4S) offered through Avant Assessment. Try out a  sample test  to have an idea of the format. Students usually complete the STAMP test in about 2 to 3 hours, though some students will take more or less time. The test is not timed.

If your testing language is Amharic, Armenian, Chin (Hakha), Chuukese Czech, Filipino (Tagalog), Haitian-Creole, Hawaiian, Hmong, Ilocano, Kannada, Marathi, Marshallese, Samoan, Somali Maay Maay, Somali Maxaa, Tamil, Telugu, Turkish, Urdu, Vietnamese, or Yup'ik  you will take the World Speak  online test. For more information and sample tests, check out the Avant Assessment  World Speak webpage.

Students requesting to test in most languages for which a STAMP or WorldSpeak test are not available will take the ALTA Writing Skills Assessment  offered through ALTA Language Services on the main testing day. Students who score at level IRL 0+ or higher on the writing assessment will take the  Speaking and Listening Assessment  in a live phone interview arranged at a later date. Students must exhibit the skills equivalent to a level 4 or better on ALTA's 12-point Writing Performance Levels  to score at IRL 0+ or higher and move on to the Speaking and Listening Assessment. What if my language is not available in one of the above tests? Indicate your language preference when you register. It is very likely there is a test available that can be scheduled for you. If there is not one available, custom tests in Writing and Speaking are offered through the Washington Association for Language Teaching (WAFLT). Note that some custom tests may require more time to create, and you may have to test at a later date. We will notify you immediately if this is the case. Have you already taken a Washington State OSPI approved World Language test?

If you have already tested for proficiency in a World Language in another Washington State school district, please complete the  Request for Approval of Credit for Proficiency in a World Language/Seal of Biliteracy (2409F)  for Northshore School District. Submit this form with a copy of your test results and official documentation to your school counselor. 

The Northshore School District receives your test results within a few weeks. You will receive a letter from the district with a copy of your test results indicating proficiency levels attained in the tested language and how many world language credits, if any, may be awarded. You will also receive a copy of the  Request for Approval of Credit for Proficiency in a World Language and Seal of Biliteracy  (2409F). Credits are not automatically added to your transcript. In order to get the credits you earned posted to your high school transcript, a completed Request for Approval form, your test results and official documentation need to be turned in to your school counselor.

World Language competency credits will appear on your transcript as "[LANGUAGE] 1 COMP" ( and 2, 3, and 4, depending on the credits earned). Example: A student who tested in Spanish at a proficiency level equivalent to 3 credits will see this on their transcript:

SPANISH 1 COMP SPANISH 2 COMP SPANISH 3 COMP

Because there is no grade associated with competency credits, the grade will be listed as "P" and will not calculate into the GPA.

Note : Students can earn up to four competency credits through proficiency testing. However, it's important to note that if students have also earned class time credits in the same language in which they test for proficiency, only those credits in addition to the class credits, up to a total of four, will be added to the student's transcript.  Example : The student has taken and passed two years of Spanish classes for two credits, and has also tested at a proficiency level earning him/her three competency credits in Spanish. One additional credit may be added to the student's transcript for a total of three credits (2 class credits, plus one additional competency credit).

(download a copy of the  Request for Approval of Credit for Proficiency in a World Language and Seal of Biliteracy ) 

The  Washington State Seal of Biliteracy  ( RCW 28A.300.575. ) was passed by the Legislature in 2014. The Seal is intended to highlight the benefits in today’s world of speaking, reading and writing in English and at least one other language. Students receive a Seal of Biliteracy sticker to affix to their high school diploma. Additionally, students’ transcripts will also reflect that they have received the Seal of Biliteracy.

The Seal of Biliteracy honors bilingualism. Heritage speaking students can be recognized for their bilingual assets. Students of a World Language can be recognized for the value they see in studying another language. The Seal of Biliteracy promotes meaningful and interactive communication with people of diverse cultures and languages.

Seal of Biliteracy Qualifications

Students must satisfy both requirements below to qualify for the Seal of Biliteracy:

• Meet all graduation requirements for English Language Arts (ELA) and pass the state ELA Smarter Balanced Assessment.
• Demonstrate proficiency on a World Language Competency test at Intermediate-Mid proficiency level or higher
• Pass an Advanced Placement (AP) Language test other than English with a score of 3 or higher
• Pass an International Baccalaureate Language test other than English with a score of 4 or higher
• Demonstrate proficiency on the Sign Language Proficiency Interview for American Sign Language (SLPI ASL) at Intermediate Plus level

Use the OSPI  Flow Chart (PDF)  to determine eligibility.

To find out more about the Washington State Seal of Biliteracy visit OSPI's website .

If you meet the proficiency requirements listed above in a language other than English  and  are on track to meet the ELA graduation requirements, submit the  Request for Approval of Credit for Proficiency in a World Language and Seal of Biliteracy  form to your school's counselor to request that the Seal of Biliteracy be added to your transcript. Note that the Seal of Biliteracy will not show on the transcript as "earned" until all of the above requirements have been met.

Frequently Asked Questions

Learn more about eligibility, testing, credits and more!

• Board Policy 2409: World Language Credit for Proficiency
• Board Procedure 2409: World Language Credit for Proficiency
• Request for Approval of Credit for Proficiency in a World Language and Seal of Biliteracy

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1. what is the role of the state board of education in world languages.

RCW 28A.230.090 authorizes the State Board of Education (SBE) to establish state graduation  requirements. SBE has established credit requirements and a "High School and Beyond  Plan"in WAC 180-51-067 that describes the  graduation requirements for the Classes of 2017 and 2018, and in WAC 180-51-068 for the graduating Class of 2019 and beyond. A comprehensive chart  of Graduation Requirements shows specific credits  needed based on the student's year of graduation.

World  languages is not a state high school graduation requirement for the Classes of  2017 and 2018, but are a part of the 24-credit graduation requirement framework  for the Class of 2019 and beyond, as described in WAC 180-51-068. The two world language  credits in the 24-credit graduation requirement framework are flexible credits  and are not considered core subject requirements. Instead of world language,  students may use the two credits as Personalized Pathway Requirements.  Personalized Pathways, and Personalized Pathway Requirements are defined in WAC  180-51-068:

• (b) "Personalized pathway"means a locally determined body of  coursework identified in astudent's high school and beyond plan that is deemed necessary to attain the  post-secondary career or educational goals chosen by the student;
• (c) "Personalized pathway requirements"means up to three course  credits chosen by a student under subsections (6) and (8) of this section that  are included in a student's personalized pathway and prepare the student to  meet specific post-secondary career or educational goals.

The  intent of the world language graduation requirement in the 24-credit framework  is to encourage all students to consider taking at least two credits of world  language. However, if the student wants to use two credits as Personalized  Pathways Requirements instead of world languages, they may do so. The courses  the student choses as their Personalized Pathway Requirements should align with  their education and career goals, and be part of their High School and Beyond  Plan.

Local  districts and tribal schools may have their own local requirements, which could  include world language.

2. Do colleges and universities require students to have a background in world languages?

Admission requirements at all Washington state public four-year colleges and universities and many private four-year institutions specify a minimum of two world language credits in the same world language. See the Washington Student Achievement Council's college admissions webpage .

The Washington Student Achievement Council states that two credits are required in the same world language, Native American language, or American Sign Language.

Some postsecondary institutions require more than two credits of world languages for admission. Students should check with the institutions they might be interested in attending for further information about entrance requirements and college graduation requirements in world language.

3. What is the sample world languages competency/proficiency-based credit policy and procedure?

The sample world languages competency/proficiency-based credit policy was developed by a collaboration of the State Board of Education, the Washington State School Directors' Association (WSSDA) , and the Office of Superintendent of Public Instruction (OSPI). WSSDA hosts an model policy on their website . You can also find the WSSDA Sample Policy and the WSSDA Sample Procedure on the OSPI World Languages Competency-based Credit website.

4. Why did SBE, WSSDA, and OSPI develop a sample competency/proficiency-based credit policy and procedure?

A sample policy and procedure was developed to encourage districts to explore competency-based credit. The three organizations combined their resources to create a rigorous and fair process to assess world language skills that students have acquired outside of the classroom setting. This practical guidance provides a road map for districts seeking to grant World Languages Competency-based Credit and offers an alternate pathway for students to earn recognition, credit, and greater flexibility in their school schedules.

5. What state policy permits districts to award competency-based credit?

The State Board of Education's (SBE) competency-based credit rule allows high school credit to be awarded upon: (b) Satisfactory demonstration by a student of proficiency/competency, as defined by written district policy, of the state's essential academic learning requirements (learning standards). ( WAC 180-51-050 ) SBE has endorsed competency-based approaches to education since the inception of education reform in Washington. Washington is one of many states with policies that permit students to earn competency-based credit.

Additional information about competency testing and credits for world languages is available on the OSPI world languages webpage . A general resource for competency-based crediting, Competency-Based Crediting Handbook: An Implementation Guide for School Districts , is available on the SBE graduation requirements webpage.

6. Who else was involved in developing the sample competency/proficiency-based credit policy and procedure?

The State Board of Education (SBE) used Gates Foundation funding to convene a World Languages Advisory Group of world languages high school and college teachers. The Advisory Group advised the SBE about: 1) the level of competency (i.e., minimum level of language proficiency) students would need in order to earn competency-based credit; 2) the manner of assessment that would be appropriate; and 3) the skills (e.g., speaking, reading, writing, and/or listening) in which competency would be expected.

The SBE also conducted an assessment study to compare the proficiency of high school students with two years of language study to that of college students with two academic quarters of college study. Washington's data was then compared to national data. The study was not intended to be representative of all students but rather to give the Advisory Group data that could serve as a catalyst for discussion. The study found similarities between Washington and national data. For instance, writing scores were generally higher than speaking scores, and speaking scores were higher than reading scores. The Advisory Group used the data, as well as a review of selected other states' policies (Connecticut, New Jersey, and Utah), to recommend the proficiency levels needed in Washington state to award competency-based credit. In July 2010, SBE passed a resolution encouraging districts to implement the policy and utilize the practices necessary so that students may demonstrate world language proficiency.

7. Does a competency/proficiency-based credit policy allow a student who speaks a language fluently to automatically be awarded credits?

Although these decisions are ultimately up to the district, the sample policy and procedure recommend that students demonstrate proficiency across a variety of language skills, including speaking, reading, listening, and writing. It is important for students who already speak a language fluently to also read and write in the language in order to earn world language credits.

8. What about languages that do not currently have a standardized assessment developed?

Districts may opt to proceed with Custom Testing for less commonly taught and tested languages that do not have a nationally-recognized proficiency test. This Custom Testing approach is organized between the district and the Washington Association of Language Teachers (WAFLT). WAFLT works with the assistance of the Office of Superintendent of Public Instruction's (OSPI) World Languages program, Center for Applied Second Language Studies, and the involvement of local and national language experts. For more details, see OSPI's World Languages Competency Testing and Credits website.

9. How can students demonstrate their proficiency?

The sample policy and procedure recommend that districts identify nationally-available proficiency assessments to administer as the basis for awarding credit for proficiency. This is the most cost-effective, fair, and consistent way to make decisions about proficiency. See also the Office of Superintendent of Public Instruction's (OSPI) World Languages Competency-based Credit website for systematic guidance on testing, including OSPI-approved testing agencies and the languages those agencies assess.

In general, proficiency assessments should be aligned to the American Council on the Teaching of Foreign Languages ( ACTFL) Proficiency Guidelines . ACTFL uses a proficiency scale from Novice (low, mid, high) to Intermediate (low, mid, high) to Advanced (low, mid, high), Superior, and Distinguished. Most K12 language learners perform at the Novice or Intermediate level depending on the time (years) and intensity (types of program delivery) of their study. Students who are native or heritage speakers or have attended K12 immersion programs may reach the ACTFL Advanced level by graduation in some skills.

The Standards-based Measurement of Proficiency (STAMP), developed at the Center for Applied Second Language Studies (CASLS) at the University of Oregon and offered to schools and districts through Avant Assessment , is an example of a nationally-available standards-based assessment. STAMP and WorldSpeak offer tests for the following languages: Arabic, Chinese, French, German, Hebrew, Italian, Japanese, Spanish, Tagalog (Filipino), and Vietnamese. For other languages, there are a number of nationally-recognized assessments; such as the ACTFL Oral Proficiency Interview (OPI) and Writing Proficiency Test (WPT) offered through Language Testing International . Additional assessment options are also available, such as ALTA Language Testing and the American Sign Language Proficiency Interview ( ASLPI ). For the most current list, see OSPI's World Languages Competency Testing and Credits website.

10. Does earning credits by demonstrating proficiency suggest that the student knows less (or more) than students who attended a regular in-school language program?

The standards for awarding credits in world languages were established after examining actual proficiency data collected at the national level and in Washington. The performance standards are set sufficiently high for awarding credit without being unrealistic. Generally, students who seek World Language equivalency credit will demonstrate a performance level similar to the top 15%?5% of students in a traditional high school world language class. Performance variables include, but are not limited to, the type of language studied and the native language of the learner.

In general, for native speakers of English and after two years of high school classroom language study, students of French or Spanish are more likely to reach higher proficiency levels than students studying two years of Chinese or Japanese. Some students earning equivalency credit for a World Language (as opposed to credit offered in association with "seat time") may demonstrate higher proficiency in the language than some students who earn World Language credits through the traditional classroom setting. Proficiency is impacted by the extent of the student's exposure to the language and the intensity of that learning experience.

11. What is the impact on world language classes?

The world language credit equivalency policy applies more to English Language Learners (ELLs) who acquired a world language outside of school. The impact on world language classes for the majority of students in Washington high schools is minimal. Schools with a large number of ELLs may find that competency-based credit in World Languages: a) increases the student's motivation to develop their reading and writing skills in that language, b) motivates students to formally study their home language in school or through online courses, c) encourages more attention on the student's study of English in order to potentially qualify for the Seal of Biliteracy, and d) provides an opportunity for credit retrieval for migrant students.

Regardless of a student's demographic and language background, earning World Language equivalency credit outside of class may allow for more flexibility in the student's high school schedule to pursue other areas of interest depending on the student's post-high school plans. Additionally, students may choose to enroll in additional World Language classes to enhance their education and transcript, depending on their Career and College plan. The Office of Superintendent of Public Instruction developed a World Language: College and Careers Goals reference chart to assist stakeholders in planning for the future with World Languages in mind.

12. How will competency-based credits impact students' applications to college?

The State Board of Education (SBE) and the Washington Student Achievement Council (WSAC), discussed the practical implications of competency-based credit. WSAC revised its "Minimum College Admission Standards,"also known as, "College Academic Distribution Requirements"(CADRs), in 2014 to state: "Two credits must be earned in the same language? Schools may award credit based on a district-approved competency assessment consistent with the SBE sample policy and American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines."For more details, please read the World Language CADRs .

Highly competitive four-year colleges and universities like to see three to four years of high school world language study, including World Language Advanced Placement or International Baccalaureate courses. Competency-based credits will appear as a grade of "P"(pass) on the high school transcript and not factored into the student's overall Grade Point Average. Students who qualify for credit for their language proficiency would be seeking to do so early (e.g., end of 8th grade/9th grade) giving them time for additional study of the same or a different language in high school. In addition, we may expect that colleges will begin to shift their focus from seat-time credits to demonstrated proficiency. Students with evidence of language proficiency (through the Office of Superintendent of Public Instruction-approved assessment results) may find that to be an advantage.

13. In the sample procedure's definition of "World Languages" what does "formally studied" mean?

Generally, it is assumed that to develop standards-based literacy skills in a language requires some formal "in school"study. This may be accomplished, for example, by attending language classes in school, private tutoring, or completing established online coursework.

14. May districts collaborate to offer a testing site?

Yes. In fact, OSPI and SBE would encourage districts to do so in order to reduce costs and increase opportunities for students. However, most districts choose to offer Washington state Competency Credit Testing on their own, according to their district's schedule and board-approved testing plan.

15. In what ways can the community support paying for assessments?

Districts are expected to set the fee for offering assessments for competency-based credit. The community may choose to provide financial support, for example, to cover the cost for students to take the assessments in a given language (or in all languages). This is an excellent way to support students who are not native speakers of English but have developed proficiency in their heritage (home) language. In addition, community involvement and support may encourage students to learn a second or third language beyond English.

16. How is competency/proficiency-based credit noted on the standardized transcript?

There is a field for competency-based credits on transcripts. See OSPI Bulletin 013-12 , the Washington State Standardized High School Transcript Frequently Asked Questions , and the High School Transcript Developer/User Guide . The school registrar notes credit information on the student's transcript according to guidelines provided by the Office of Superintendent of Public Instruction's Student Information. For the latest updates, see the CEDARs Manual instructions .

17. What is the State Seal of Biliteracy?

The Seal of Biliteracy is an achievement award enacted by Washington to recognize students who have attained strong proficiency in English and one or more other world languages by high school graduation. The Seal of Biliteracy is a special notation that appears on the transcript and diploma of the graduating senior. It is a statement of accomplishment that signals evidence of a student's readiness for career and college and to engage as a global citizen. Governor Jay Inslee signed the Washington State Seal of Biliteracy bill into law on March 27, 2014. As of the summer of 2016, nearly 4,000 Seals of Biliteracy have been awarded to Washington state high school seniors. More information may be found on the OSPI Washington State Seal of Biliteracy webpage .

18. Can world language credit be earned in middle school?

High school credit may be awarded for certain courses taught in middle school if the student or their parent or guardian requests it, and the course meets the requirements of RCW 28A.230.090 (4).

Page last updated: May 2017

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Washington State Board of Education 600 Washington Street SE P.O. Box 47206 Olympia, WA 98504 Phone: 360.725.6025 TTY: 360.664.3631 Email: [email protected]

World Language Proficiency Assessment Options

• Contact Information

World Languages

Veronica trapani-huebner.

This page, supported by OSPI, contains the list of approved providers and assessments for language proficiency testing. These assessments can be used to earn Competency-based Credit , Dual Credit , and the Washington State Seal of Biliteracy . While the page is periodically updated, contact the providers for the most up-to-date information.

Before searching with the table below for assessment options, determine what information you currently have, including:

• student language
• previous assessments used by school/district 
• price point
• who will pay for the assessment

Refer back to your school board policy if you're unsure, as these vary by district.

Note: There is no "one-size-fits-all" assessment. Different tests are better suited to different student populations. Carefully consider the needs of your students when selecting assessments.

How to Use this Page

Search by one of the two options:

• Language: Select a language to see all currently available assessments for that language. All listed languages have at least one assessment available. Different assessments might have dialect options and are included as a different option provided in parentheses after the main language.
• Provider: Select a provider to see all assessments available from that provider.

If you do not see a language, please request a Custom Test . Before requesting a Custom Test, please check that you have the language spelled correctly.

All Tribal Languages are eligible for Competency-based Credits and the Seal of Biliteracy. The Tribes determine the type of assessment and proficiency level for the student and language. If a student wishes to assess in a language that falls outside of Washington's 29 Federally Recognized Tribes, it is important to contact Office of Native Education so that OSPI can reach out to those Tribes or Bands. Tribal language assessment is led by the Tribe or Band and a Custom Test should not be requested. Contact the Office of Native Education for all Tribal Language questions.

AAPPL - ACTFL Assessment of Performance toward Proficiency in Languages

• Web-based proficiency and performance assessment of K-12 standards-based language learning.
• Interpretive Reading & Listening: immediate results
• Interpersonal & Presentational: results in 2 weeks
• For languages not offered here, check OPI for SOBL.

How to Calculate Credits

Use the lowest score of the four skills to calculate credits since this represents the most consistent skill level.

For instance, if a student scores on the AAPPL:

Reading: N4

• Speaking: I3
• Writing: I2
• Listening: I4

Use the AAPPL score of N4 to calculate credits.

This student has earned 2 credits.

Advanced Placement Language and Culture (AP)

• Administered in May
• Scores released in July
• Graduated Seniors' scores must be recorded by August 31st 

Note: Only Language and Culture exams are approved for the Seal of Biliteracy. Latin is exempt and approved in its current format.

AP exams do not count toward Competency-based Credits. Students must have the class on their transcript. However, students may still earn the Seal of Biliteracy and/or college credit with  AP. This is dependent upon performance and university requirements. Seniors looking to earn the Seal through AP exams must have their transcripts updated before September 1st of the year in which they graduated.

ALIRA - ACTFL Latin Interpretive Reading Assessment

• Four-option, multiple choice, computer-adaptive assessment that can be delivered in a single class period.
• Computer-based
• On-demand with school-based proctor

Use the score to calculate credits since this represents the most consistent skill level.

For instance, if a student scores on the ALIRA:

Use the ALIRA score of N4 to calculate credits.

ALTA - Language Services

• Results within 24 hours

Note: As it currently stands, ALTA's scale does NOT align with ACTFL's proficiency scale.

Districts are encouraged to contact ALTA and ask for an alignment due to Seal of Biliteracy rules.

ALTA is generally used most often for languages that other providers do not offer as their options exceed 100+ options. However, ALTA does not align well with Washington's credit alignment goals because its scoring system is based on the Interagency Language Roundtable (ILR), the scale used by the military and federal government. Educational systems around the country use ACTFL's Proficiency Guidelines.

*ALTA does not currently align to ACTFL levels so before testing, let your ALTA representative know that you'll need to differentiate between Low and Mid scores. 

Use the lowest score of the two skills to calculate credits since this represents the most consistent skill level. For instance, if a student scores on the ALTA:

• Speaking: ILR 1+
• Writing: ILR 1

Use the ILR rating of 1 to calculate credits. This student earned either 3 or 4 credits.

American Sign Language Proficiency Interview (ASLPI)

*It is noted that no national comparative research studies are available to confirm the correlation of the following rating scales. Each operates independently of the other. However, for purposes of awarding Washington State World Language equivalency credit, this correlation chart has been developed and reviewed by national and local ASL and World Language experts. It is deemed reasonable but should not be used for purposes other than awarding World Language equivalency credit for ASL students in Washington State.

• Scored on a 0-5 scale
• Administered in person or via videoconference
• Applicable for heritage and second language learners

Costs Note:

• ASLPI Evaluation: $165.00
• ASLPI Evaluations with Proctor: $165.00 plus $20.00 compensation provided directly to Proctor.

Cambridge International (CI)

CI exams do not count toward Competency-based Credits. Students must already have the class on their transcript. However, students may still earn the Seal of Biliteracy and/or college credit with CI. This is dependent upon performance and university requirements. Seniors looking to earn the Seal through CI exams must have their transcripts updated before September 1st of the year in which they graduated.  Note: Students need either A or AS Levels, not both. A Level exams include all parts of the AS Level but also have an added literature component which leads to the higher cost but also higher credit earned possibilities. Students do not need both.

See District CAIE Coordinator

• Administered in Spring (May/June) or Autumn (October/November)
• Scores back by middle of August (Spring) or January (Autumn)
• Graduated Seniors' scores must be recorded by August 31st

Custom Testing

Custom test request form.

Custom Testing is a process unique to Washington, in that OSPI never says "no" to a language. This is a large part of why Washington has led the nation in the number of languages in which students have earned the Seal of Biliteracy.

IMPORTANT NOTE: While all languages are eligible for proficiency assessment, Competency-based Credit, and the Seal of Biliteracy, assessment evaluation is limited by the pool of current raters. This means that while OSPI and Avant work diligently to find language evaluators, it might not be possible within this school year. If you or your students have access to literate speakers of the language you are requesting, please fill out all the needed information. You are our best connections into the community to help build and maintain a pool of language evaluators. 

Best practices would be to request custom languages early in the student's high school year (September) and/or career (grade 9) in order to give all partners the time to find and train raters so that there won't be a rush for credit near graduation. 

If you know of any literate speakers of the language you are requesting, please contact Veronica Trapani  and Lisa Werner . 

• If the language you need is not available on the Languages tab, you may request it through the website.
• You may request ANY language, but there are limitations on finding and training raters to evaluate student proficiency.
• Only available in Washington but competency credits will transfer to other states.

International Baccalaureate (IB)

• See District IB Coordinator
• Graduated Seniors' scores must be recorded by August 31

IB exams do not count toward Competency-based Credits. Students must already have the class on their transcript. However, students may still earn the Seal of Biliteracy and/or college credit with IB. This is dependent upon performance and university requirements. Seniors looking to earn the Seal through IB exams must have their transcripts updated before September 1 of the year in which they graduated.

National Examination in World Languages (NEWL)

• Administered in late April
• Scores available in August

NEWL exams do not count toward Competency-based Credits. However, students may still earn the Seal of Biliteracy and/or college credit with NEWL. This is dependent upon performance and university requirements. Seniors looking to earn the Seal through NEWL exams must have their transcripts updated before September 1st of the year in which they graduated.               

OPI, OPIc, OPI for SOBL, and WPT

• The Oral Proficiency Interview (OPI) measures your ability to speak in a particular language. It is an unscripted, approximately 30-minute conversation on the phone with a Certified ACTFL Tester. 
• The Oral Proficiency Interview - Computer (OPIc)  is an on-demand, internet, or phone-delivered proficiency test. In the computer version, an avatar provides a customized series of prompts based on the interests and experience of the test-taker, which are gathered during the survey phase at the beginning of the test. 
• The Writing Proficiency Test (WPT) is delivered via the internet. It consists of several prompts customized to reflect the test-taker's interests and experience, which are gathered through survey questions at the beginning of the assessment.  
• The OPI for the Seal of Biliteracy® is a 20 to 25-minute one-on-one interview between a certified ACTFL tester and an examinee. It is interactive, continuously adapting to each test-taker and their speaking abilities.  
• The WPT for the Seal of Biliteracy® consists of a series of writing tasks that address the presentational and interpersonal modes of communication. It measures how well a person spontaneously writes in a language   

The OPI/OPIC & WPT are geared more toward postsecondary language proficiency assessment. These are the current exams required for Washington state Teaching Licensure as well as National Board Certification. However, if the student is interested in possibly becoming a World Language or Dual-Language educator, it might be in their best interest to take the OPI/OPIc in order to become familiarized with the test and its process before needing to assess for licensure credentials.

How to Calculate Credits 

Use the lowest score of the two skills to calculate credits since this represents the most consistent skill level. For instance, if a student scores:

• Speaking: Advanced Low
• Writing: Intermediate High

Use the proficiency level to calculate credits. This student has earned 4 credits.

Sign Language Proficiency Interview - Bridges Oregon

Note: For SY21-22, school information systems will need to report/code any SLPI:ASL as the ASLPI due to an error in the CEDARS manual. This will be changed for SY22-23.

• One-to-one conversation in sign language between an interviewer and candidate/interviewee.
• Interview content varies according to the background, job responsibilities, schooling, and other interests of each SLPI:ASL candidate/interviewee.

Sign Language Proficiency Interview - NCASLTA

• Applicable for heritage and second language learner

Sign Language Proficiency Interview - RIT

Stamp 3s & 4s, asl, latin, monolingual, and ws.

• Immediate results: listening and reading;
• Results in 3-7 days: speaking and writing
• All assessments meet Washington State Seal of Biliteracy standards
• Monolingual assessments have directions and questions all in the target language.
• Other assessments have the target language and English for directions and questions

Skills Assessed:

• 3S is 3 Skills (Reading, Writing & Speaking)
• 4S and Monolingual are 4 Skills (Reading, Writing, Speaking & Listening)
• WS is 2 Skills (Writing & Speaking)
• ASL is 2 Skills (Receptive & Expressive)
• Latin is 1 Skill (Reading)

Use the lowest score of all tested skills to calculate credits, as this represents the most consistent skill level.

For instance, if a student scores:

• Listening 5

Use the proficiency level to calculate credits.

This student has earned 3 credits.

All Tribal Languages are eligible for Competency-based Credits and the Seal of Biliteracy. The Tribes determine the type of assessment and proficiency level for the student and language. No "one size fits all" options exist for all Tribes. If a student wishes to assess in a language that falls outside of Washington's 29 Federally Recognized Tribes, it is important to contact World Languages and the Office of Native Ed so that OSPI can reach out to those Tribes or Bands. 

• Tribe determines the student’s proficiency level in the Tribal language and recommends the competency-based credits, e.g., 1-4 years of high school World Language credit. 
• Tribal Language proficiency is solely determined by the Tribe and is not dependent upon ACTFL proficiency levels. 
• Four credits of Competency-based Credit are required to earn the Seal of Biliteracy.
• Tribe sends a letter of the student’s language proficiency and recommended Competency-based Credits to the high school registrar. 
• For languages of Washington's 29 Federally-Recognized Tribes, educators must be First Peoples'  Language, Culture and Oral Traditions certified. 
• For languages from Tribes or Bands within Washington state and outside Washington state, please contact Office of Native Education for assistance. 

Skills Assessed: Language Dependent

Dual Credit Available? Contact Office of Native Education

Language dependent

Writing Proficiency Test (WPT)

• Four to five prompts for written responses dealing with practical, social, and professional topics
• Must be combined with OPI/OPIc/SOBL to assess speaking

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1250 BELLFLOWER BOULEVARD LONG BEACH, CALIFORNIA 90840 562.985.4111

Welcome to the Single Subject Credential Program

World languages, languages other than english (lote), all incoming credential students must first meet with their advisor , to go over program requirements and plan a schedule, email professor leathers for an appointment:,   [email protected], fall advising 2024, please email me for an appointment. , all  advising is by zoom, tuesdays & wednesdays, 1:00-4:00 p.m. , if you prefer to meet in person, i am in the office some wednesdays , [email protected].

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The World Languages: LOTE single subject credential enables you to teach elementary, middle school, and high school world language classes in California public schools. The credential has two major parts - subject matter (the language other than English of your choice) and pedagogy (teacher preparation courses). In order to demonstrate subject matter competency you must either complete a CTC-approved program or pass the appropriate CSET examinations.

At CSULB, there are five CTC-approved subject-matter programs in Languages Other Than English: French, German, Italian, Latin , and Spanish , but we support a total of thirteen languages including  Arabic, ASL, Japanese,  Korean, Mandarin, Vietnamese, Filipino, and Khmer.   New CTC policies have expanded options for meeting SMC, so all candidates should plan to discuss this important requirement with Cynthia Leathers to fully understand their options. Some candidates will need to take the CSET exams to meet SMC, but many others may be able to use their degree or coursework in the language.

The professional preparation program will help you learn how to teach in a pluralistic society. In these ten courses, you will learn about teaching methodology, curriculum design, culturally responsive pedagogy, assessment, evaluation of student progress, and classroom management. You will also learn about today's schools and how you can most effectively impact the diversity of students you will find there.  We have three subject-specific courses--EDSS 300F, EDSS 450F, EDSS 473F--and our World Languages LOTE instructors will prepare you to teach with strategies informed by second language acquisition theory and other research-based practices. Our program emphasizes acquisition-driven instruction and teaches practices that focus on helping students communicate in the target language.

Besides completing the subject matter requirements and the professional preparation program, all credential candidates must complete a Bachelor's Degree, complete the Basic Skills Requirement (BSR/CBEST), and meet the US Constitution requirement.

Prior to enrolling, all candidates should visit the World Languages LOTE Credential Coordinator at the earliest possible date to create a program plan. Students must complete the BSR (Basic Skills Requirement) to be admitted to the credential program. Subject Matter Proficiency  (SMC) must be met before applying to student teach. In your advisory appointment, these state requirements will be explained in detail.

For more information about the Single Subject Credential Program (overview, courses, credential requirements), please visit our SS website:  SSCP

BASIC SKILLS REQUIREMENT (BSR) : NEW! As of July 1, 2024, all students with a BA will not have to pass BSR. Foreign degrees will also waive the BSR as long as they are evaluated by an approved US agency.

ENROLLING IN THE SINGLE SUBJECT CREDENTIAL PROGRAM:

For information about enrollment and tuition, please visit these CSULB websites:   TUITION   ENROLLMENT

For tips in making the enrollment process easier, follow these four STEPS .

**IMPORTANT NOTES**

**GPA: You can be admitted to the University with a 2.5 GPA, but you will not be admitted to the Single Subject Credential Program with less than a 2.67 GPA

**Due to ongoing issues related to COVID-19 and the teacher shortage, the CTC has changed some policies. Some of the changes have been only temporary. Please check with your advisor rather than relying on hearsay as we are constantly  receiving updates regarding these important requirements.

**As of July 1, 2024, students no longer have to pass the CBEST. Ask your advisor about the new CTC policy

INTERNATIONAL STUDENTS:

  In order to participate in the Single Subject Credential program you must possess a Social Security number. Please consult with an advisor for International Students for details that will help you plan for our program. ISS

ADVISEMENT APPOINTMENT:

All students must have an advisement appointment prior to beginning coursework. Please contact me to set up an appointment to plan your path toward a single subject credential.

Most appointments can be handled via a Zoom meeting, so do not delay.

Email: Cynthia Leathers @  [email protected]

Cynthia   Leathers Single Subject Credential Advisor/Coordinator World Languages: LOTE [email protected] AS-317

For more information about the individual language programs ....

• Department of Asian and Asian American Studies
• ASL Linguistics and Deaf Cultures
• Department of Romance, German, Russian Languages and Literatures
• Comparative World Literature & Classics

Questions about the World Languages Credential Program?

How long does it take to complete the credential program?

A full-time student can complete the entire program including student teaching in three semesters. Many students choose a slower path,  and four semesters is often the best choice for students who have work and family commitments. We will work with you to create a course plan that fits with your schedule. Keep in mind that many of our courses include fieldwork hours. 

Do I need to take the CBEST?

No! New legislation passed in the summer of 2024 allows you to waive the CBEST (BSR) if you have a bachelors degree.

What is student teaching like?

During student teaching you will be in charge of three classes (usually at a high school) under the supervision of one or two cooperating (master) teachers. You will plan and deliver lessons, assess progress, assign grades, meet with parents and counselors and perform most of the duties of the regular teacher.

A university mentor will visit and coach you during the semester and you will attend one class, EDSS 473F, a student teacher seminar. You will also complete two TPAs during your student teaching.

What are TPAs?

Teaching Performance Assessments are state-mandated projects you must complete to earn your credential. You will learn more about these in your program experiences. There are two cycles of TPAs and both are completed during the student teaching semester.

When can I attend an information meeting to learn more about the SSCP?

We offer monthly meetings. The schedule is available here:  TPAC . World Languages has its own Information Meeting once a semester. Email Cynthia Leathers for more information.

How much does it cost to earn a credential?

See  TUITION  link above. You can also learn more about costs and financial aid at the monthly information meetings offered through TPAC .

How do I apply to CSULB for the Single Subject Credential Program (SSCP)? 

The application process is fairly simple. First apply to  CSULB .  When you are enrolled in the EDSS 300F class, you will begin compiling a portfolio for application to the SSCP. Your 300 instructor will guide your through this.

When is the enrollment deadline?

To enroll in Fall semester, you must be enrolled by June 1. For spring the deadline is November 1. See the ENROLLMENT link above to confirm deadlines for the desired semester and obtain more information.

Note that our program is a two-step process. With Univeristy enrollment, you may begin taking courses. Credential program admission is gained by successfully completing EDSS 300F and the additional credential admission process. Your EDSS 300F instructor and advisor will guide you through that.

If you miss the University enrollment deadline, it may be possible to take one or two courses via Open University. Discuss this option with your LOTE advisor.

Will I be paid for student teaching?

No. There is no compensation for student teaching. Students need to prepare financially and academically for this demanding semester.

I already have a credential and would like to add on a world language. How is that done?

It is easy to add a language if you have a credential in another language (French credential, add Spanish for instance). You need only prove subject matter proficiency via the CSET exam or coursework.

You may also add a world language to an existing multiple or single subject credential. You need to show subject matter proficiency and then take EDSS 450F. Please contact me if you would like to set this up. 

New in 2024! We are now offering a Methodology class specifically for credentialed teachers wishing to add a World Language to their existing credential.  For more information, visit this page .

I have taken some courses in French but not enough to get a waiver. Could I take one or two CSET exams in combination with the coursework to meet subject matter competency?

Since the passage of legislation in 2021, it is now possible to get a partial SMC waiver. See your LOTE advisor about this process.

Do I need a social security number to enroll in this program?

Yes, you will need this as part of your background check to receive your security clearance from the CTC.

Can I complete the credential program and a Masters program at the same time?

No. The University does not allow this. You need to choose the program you want to finish first. Student Teaching is the benchmark semester for our program and requires a full commitment.

Will I be able to find a job when I have completed my credential?