International Languages and Cultures: Program Objectives

Speaking

Students demonstrating intermediate-high proficiency in speaking are able to:

• handle a variety of uncomplicated communicative tasks and social situations
• narrate and describe in all major time frames (past, present, future), using connected discourse
• interact with native speakers when the conversation topics are pertinent to everyday life and current events.

Listening

Students demonstrating intermediate-high proficiency in listening are able to:

• understand and respond appropriately to conversations about daily life that include family, school, work and leisure
• comprehend the main idea in authentic broadcast media
• understand discussions related to topics of interest when delivered at a normal speed in standardized forms of the language.

Writing

Students demonstrating intermediate-high proficiency in writing are able to:

• meet all practical writing needs such as taking notes on familiar topics, writing uncomplicated letters, simple summaries, and compositions related to work, school experiences, and topics of current and general interest
• write simple descriptions and narrations of paragraph length on everyday events and situations in different time frames, although not consistently
• demonstrate style essentially corresponding to the spoken language.

Reading

Students demonstrating intermediate-high proficiency in reading are able to:

• read authentic materials consistently on familiar subjects such as cultural issues and current events found in newspapers and magazines published for the general public
• read, within the limits of identifiable vocabulary and structural complexity, articles and essays on academic topics and carefully selected literature.

Cultural Proficiency

The acquisition of cultural competency is closely linked to the development of language proficiency, therefore, students graduating with intermediate-high language proficiency will demonstrate an equivalent level of cultural proficiency. They will be able to live, study and work in target culture after a short period of adjustment. While they will not necessarily be mistaken for native speakers, they will be able to function as respectful ambassadors in the target culture.

*The proficiency goals are based on the ACTFL Proficiency Guidelines published by the American Council on the Teaching of Foreign Languages. See http://www.actfl.org/i4a/pages/index.cfm?pageid=4236 and Alice Omaggio Hadley, Teaching Language in Context, Boston, MA: Heinle & Heinle Publishers, 1993.