1887
image of Beyond “elementary”
USD
Buy:$35.00 + Taxes

Abstract

This article examines recent policy debates surrounding the “Elementary Proficiency in a Second Language” (EPSL) requirement at a U.S. liberal arts college, focusing on how misconceptions about language learning and assessment shape curricular decision-making. Drawing on a case study of institutional discussions between the language department, curriculum committee, and administration, the study analyzes four key assumptions underlying proposed policy changes: automatic fulfillment of EPSL based on placement, the restriction of EPSL designation to elementary-level courses, the need for alternative standardized testing for exemption, and the interpretation of “elementary” as a course level rather than an outcome-based concept. The analysis demonstrates that these assumptions stem from a misunderstanding of second language competence — which is inherently multidimensional and developmental — as well as from confusion between placement and proficiency tests. Particular attention is given to the implications for languages of differing difficulty levels and for diverse learner populations, including heritage learners. The article further argues that language requirements should not be understood merely as procedural or skills-based requirements, but as important components of higher education that foster intercultural competence, interactional sensitivity, and broader human development. By clarifying key concepts and highlighting the complexity of language requirements, this study offers insights for language programs navigating similar institutional challenges.

Loading

Article metrics loading...

/content/journals/10.1075/csl.00087.luo
2026-08-18
2026-09-09
Loading full text...

Full text loading...

References

  1. ACTFL
    ACTFL (2012) The ACTFL proficiency guidelines 2012. American Council on the Teaching of Foreign Languages.
    [Google Scholar]
  2. Adler, E.
    (2023) The hypocrisy of English-only ‘decolonization’: How dare colleges preach diversity while slashing language study?The Chronicle of Higher Education. https://www.chronicle.com/article/the-hypocrisy-of-english-only-decolonization
    [Google Scholar]
  3. Bachman, L. F.
    (1990) Fundamental considerations in language testing. Oxford University Press.
    [Google Scholar]
  4. Bachman, L. F., & Palmer, A. S.
    (1996) Language testing in practice: Designing and developing useful language tests. Oxford University Press.
    [Google Scholar]
  5. (2010) Language assessment in practice: Developing language assessments and justifying their use in the real world. Oxford University Press.
    [Google Scholar]
  6. Baird, J.
    (2016) The reliability and validity of standardized admissions tests in predicting academic success. Educational Assessment, (), –. 10.1080/10627197.2016.1179263
    https://doi.org/10.1080/10627197.2016.1179263 [Google Scholar]
  7. Black, P., & Wiliam, D.
    (1998) Assessment and classroom learning. Assessment in Education:Principles, Policy & Practice, (), –.
    [Google Scholar]
  8. Boyd, F. A.
    (2024, November20). Investing in humanities: Resisting cuts and redesigning curricula. McAllister & Quinn. https://jm-aq.com/humanities-for-the-win/
    [Google Scholar]
  9. Brinton, D. M., Kagan, O., & Bauckus, S.
    (Eds.) (2008) Heritage language education: A new field emerging. Routledge.
    [Google Scholar]
  10. Byram, M.
    (1997) Teaching and assessing intercultural communicative competence. Multilingual Matters.
    [Google Scholar]
  11. (2008) From foreign language education to education for intercultural citizenship: Essays and reflections. Multilingual Matters.
    [Google Scholar]
  12. Cinaglia, C.
    (2023) University students’ beliefs about the language requirement: Policy as articulated and as perceived. InE. Heidrich Uebel, F. A. Kronenberg, & S. Sterling (Eds.), Language program vitality in the United States (pp.–). Springer. 10.1007/978‑3‑031‑43654‑3_11
    https://doi.org/10.1007/978-3-031-43654-3_11 [Google Scholar]
  13. Coda, E., Czerwionka, L., William, J. M., & Babic Williams, T.
    (2022) Enrollment challenges for university language classes in the twenty-first century: Strategies, case studies, and considerations for adapting to changing circumstances. ADFL Bulletin, (), –. 10.1632/LJQZ1696
    https://doi.org/10.1632/LJQZ1696 [Google Scholar]
  14. DeLuca, C., & Klinger, D. A.
    (2010) The role of assessment in supporting the learning of English language learners. Review of Educational Research, (), –. 10.3102/0034654310374885
    https://doi.org/10.3102/0034654310374885 [Google Scholar]
  15. Dimova, S., Yan, X., & Ginther, A.
    (2022) Local tests, local contexts. Language Testing, (), –. 10.1177/02655322221092392
    https://doi.org/10.1177/02655322221092392 [Google Scholar]
  16. Fischer, K.
    (2023, November15). It’s a bleak climate for foreign languages as enrollments tumble. The Chronicle of Higher Education. https://www.chronicle.com/article/its-a-bleak-climate-for-foreign-languages-as-enrollments-tumble
    [Google Scholar]
  17. Florian, L.
    (2015) The Sage handbook of special education (Vol.). Sage Publications.
    [Google Scholar]
  18. Gikandi, J. W., Morrow, D., & Davis, N. E.
    (2011) Online formative assessment in higher education: A review of the literature. Computers & Education, (), –. 10.1016/j.compedu.2011.06.004
    https://doi.org/10.1016/j.compedu.2011.06.004 [Google Scholar]
  19. Jaschik, S., & Lederman, D.
    (Eds.) (2022) The test-optional revolution: How admissions testing is changing at U.S. colleges and universities. Inside Higher Ed.
    [Google Scholar]
  20. Kohn, A.
    (2000) The case against standardized testing: Raising the scores, ruining the schools. Heinemann.
    [Google Scholar]
  21. Kramsch, C.
    (2006) The multilingual subject: What language learners say about their experience and why it matters. Oxford University Press.
    [Google Scholar]
  22. Larsen-Freeman, D., & Anderson, M.
    (2011) Techniques and principles in language teaching (3rd ed.). Oxford University Press.
    [Google Scholar]
  23. Looney, D., & Lusin, N.
    (2019) Enrollments in languages other than English in United States institutions of higher education, summer 2016 and fall 2016: Final report. Modern Language Association. https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/Enrollments-in-Languages-Other-Than-English-in-United-States-Institutions-of-Higher-Education
    [Google Scholar]
  24. Magnan, S. S., & Backlund, P. L.
    (2014) Exploring language proficiency and intercultural competence in language learning. The Modern Language Journal, (), –. 10.1111/modl.12118
    https://doi.org/10.1111/modl.12118 [Google Scholar]
  25. McNamara, T.
    (2012) Language testing and social justice. InG. Fulcher & F. Davidson (Eds.), The Routledge handbook of language testing (pp.–). Routledge.
    [Google Scholar]
  26. Ortega, D. P., Cabrera, J. M., & Benalcázar, J. V.
    (2018) Differentiating instruction in the language learning classroom: Theoretical considerations and practical applications. Journal of Language Teaching and Research, (), –. 10.17507/jltr.0906.11
    https://doi.org/10.17507/jltr.0906.11 [Google Scholar]
  27. Popham, W. J.
    (2001) The truth about testing: An educator’s call to action. Association for Supervision and Curriculum Development.
    [Google Scholar]
  28. Quinn, R.
    (2023, November16). Foreign language enrollment sees steepest decline on record. Inside Higher Ed.https://www.insidehighered.com/news/faculty-issues/curriculum/2023/11/16/foreign-language-enrollment-sees-steepest-decline-record
    [Google Scholar]
  29. Rambur, S.
    (2019) Foreign language policies, consequences, and recommendations (ED597798). ERIC. https://files.eric.ed.gov/fulltext/ED597798.pdf
    [Google Scholar]
  30. Saville-Troike, M.
    (2012) Introducing second language acquisition (2nd ed.). Cambridge University Press. 10.1017/CBO9780511888830
    https://doi.org/10.1017/CBO9780511888830 [Google Scholar]
  31. Schneider, J. & Hutt, E.
    (2014) Making the grade: A history of the A — F marking scheme. Journal of Curriculum Studies, (), –. 10.1080/00220272.2013.790480
    https://doi.org/10.1080/00220272.2013.790480 [Google Scholar]
  32. Shohamy, E., Inbar-Lourie, O., & Waltorp, K.
    (2010) Language tests as a tool for learning and teaching. Language Testing, (), –. 10.1177/0265532210367621
    https://doi.org/10.1177/0265532210367621 [Google Scholar]
  33. Socias, M.
    (2016) The impact of socioeconomic status on standardized test performance. International Journal of Educational Research, , –. 10.1016/j.ijer.2016.03.002
    https://doi.org/10.1016/j.ijer.2016.03.002 [Google Scholar]
  34. Taylor, J. R.
    (2003) Linguistic categorization: Prototypes in linguistic theory (2nd ed.). Oxford University Press. 10.1093/oso/9780199266647.001.0001
    https://doi.org/10.1093/oso/9780199266647.001.0001 [Google Scholar]
  35. Van Gorp, K., Heidrich Uebel, E., Kronenberg, F. A., & Murphy, D.
    (2024) How important is studying languages for undergraduate students and why (not) study languages?Foreign Language Annals, (), –. 10.1111/flan.12783
    https://doi.org/10.1111/flan.12783 [Google Scholar]
  36. Yan, X., & Fan, J.
    (2021) “Am I qualified to be a language tester?”: Understanding the development of language assessment literacy across different stakeholder groups. Language Testing, (), –. 10.1177/0265532220929924
    https://doi.org/10.1177/0265532220929924 [Google Scholar]
  37. Yan, X., Zhang, C., & Fan, J.
    (2018) “Assessment knowledge is important, but…”: How contextual and experiential factors mediate assessment practice and training needs of language teachers. System, , –. 10.1016/j.system.2018.03.003
    https://doi.org/10.1016/j.system.2018.03.003 [Google Scholar]
/content/journals/10.1075/csl.00087.luo
Loading
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error