Proficiency Targets
What Is Language Proficiency?
Language proficiency is defined as the ability of an individual to use culturally appropriate language to communicate spontaneously in non-rehearsed contexts. Proficiency also refers to the degree of skill with which a person can use a language to understand, speak, read and write in real-life situations. One of the primary goals of Ohio’s Learning Standards for K-12 World Languages and Cultures is to enable more Ohio language learners to acquire advanced levels of proficiency in a modern, classical or visual language other than English. 
The American Council on the Teaching of Foreign Languages (ACTFL) distinguishes between 11 distinct levels of proficiency, represented by an inverted pyramid.
It is important to understand that different languages are categorized by their degree of difficulty for native English-speakers. Aspects such as the nature of its writing system, grammar, and tonality are some of the factors which contribute to the perceived difficulty in learning a particular language.
Languages taught in Ohio can be categorized according to criteria developed by the Foreign Language Institute:
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Level 1 Difficulty
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Level 2 Difficulty
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Level 3 Difficulty
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Level 4 Difficulty
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French
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ASL
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Greek (Modern)
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Arabic
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|
Italian
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German
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Hebrew
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Japanese
|
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Latin
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Swahili
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Hindi
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Korean
|
|
Portuguese
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No value
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Polish
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Mandarin Chinese
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Spanish
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No value
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Russian
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No value
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No value
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No value
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Somali
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No value
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To assist schools and districts with setting appropriate proficiency targets for K-12 learners, the Ohio Department of Education and Workforce has conducted extensive research in order to create the following sets of proficiency targets. When using these charts, it is important to keep in mind that different learners develop language proficiency at different rates as the result of a variety of factors. It must be clearly stated there will be students who fall below and students who surpass the targeted levels. These targets are intended to provide local language programs with informed guidance and should in no way be construed as a state mandate.
Proficiency Level Target Charts
Middle School/High School Proficiency Targets for Level 1 & 2 Difficulty Languages
These include modern alphabetic languages and classical languages that are taught with a balanced emphasis on reading, writing, listening and speaking.
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MODE AND SKILL
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LEVEL I
135-150 hours
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LEVEL II
270-300 hours
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LEVEL III
405-450 hours
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LEVEL IV
540-600 hours
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LEVEL V
675-750 hours
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LEVEL VI
825-900 hours
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INTERPRETIVE
Listening
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Novice Mid
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Novice High
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Int.
Low
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Int.
Mid
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Int. High
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Int. High
|
|
Adv. Low
|
|
INTERPRETIVE
Reading
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Novice Mid
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Novice High
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Int.
Low
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Int.
Mid
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Int. Mid
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Int. High
|
|
Int. High
|
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INTERPERSONAL
Speaking
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Novice Mid
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Novice High
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Int.
Low
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Int.
Mid
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Int. High
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Int. High
|
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Adv. Low
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PRESENTATIONAL
Speaking
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Nov. Low
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Nov. Mid
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Nov. High
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Int. Low
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Int. Mid
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Int. High
|
|
Nov. Mid
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Nov. High
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Int. Low
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Int. Mid
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|
PRESENTATIONAL
Writing
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Novice Mid
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Novice High
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Int.
Low
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Int.
Mid
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Int. Mid
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Int. High
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|
Int. High
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Middle School/High School Proficiency Targets for Level 3 & 4 Difficulty Languages
These include logographic languages that are taught with a balanced emphasis on reading, writing, listening and speaking.
|
MODE AND SKILL
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LEVEL I
135-150 hours
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LEVEL II
270-300 hours
|
LEVEL III
405-450 hours
|
LEVEL IV
540-600 hours
|
LEVEL V
675-750 hours
|
LEVEL VI
825-900 hours
|
|
INTERPRETIVE
Listening
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Novice Mid
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Nov. Mid
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Novice High
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Int. Low
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Int. Low
|
Int. Mid
|
|
Nov. High
|
Int. Mid
|
|
INTERPRETIVE
Reading
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Novice Low
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Novice Mid
|
Novice Mid
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Novice High
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Int. Low
|
Int. Low
|
|
Novice High
|
|
INTERPERSONAL
Speaking
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Novice Mid.
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Nov. Mid
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Novice
High
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Int. Low
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Int. Low
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Int. Mid
|
|
Nov. High
|
Int. Mid
|
|
PRESENTATIONAL
Speaking
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Novice Low
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Novice Mid.
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Novice Mid.
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Novice High
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Int. Low
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Int. Low
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|
Novice High
|
|
PRESENTATIONAL
Writing
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Novice Low
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Novice Mid
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Novice Mid
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Novice High
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Int. Low
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Int. Low
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|
Novice High
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Elementary FLES* Proficiency Targets for Level 1 & 2 Difficulty Languages
These include modern alphabetic languages taught via elementary school/middle school FLES programs at a minimum of 3 times per week and a minimum of 90 minutes of instruction per week.
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MODE AND SKILL
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End of 2nd year
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End of 3rd year
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End of 4th year
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End of 5th year
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End of 6th year
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End of
7th year
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End of
8th year
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INTERPRETIVE
Listening
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Novice Mid
|
Novice Mid
|
Novice Mid
|
Novice High
|
Novice High
|
Novice High
|
Int.
Low
|
|
INTERPRETIVE
Reading
|
Novice Low
|
Novice Mid
|
Novice
Mid
|
Novice
Mid
|
Novice
High
|
Novice High
|
Novice
High
|
|
INTERPERSONAL
Speaking
|
Novice Mid
|
Novice
Mid
|
Novice
Mid
|
Novice
High
|
Novice High
|
Novice High
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Int.
Low
|
|
PRESENTATIONAL
Speaking
|
Novice Low
|
Novice Low
|
Novice
Mid
|
Novice
Mid
|
Novice
Mid
|
Novice High
|
Novice High
|
|
PRESENTATIONAL
Writing
|
Novice Low
|
Novice Mid
|
Novice
Mid
|
Novice
Mid
|
Novice
High
|
Novice
High
|
Novice High
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*FLES = Foreign Language in the Elementary School
Elementary FLES Proficiency Targets for Level 3 & 4 Difficulty Languages
These include logographic languages taught via elementary/middle school FLES programs at a minimum of 3 times per week and a minimum of 90 minutes of instruction per week.
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MODE AND SKILL
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End of 2nd year
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End of 3rd year
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End of 4th year
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End of 5th year
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End of 6th year
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End of
7th year
|
End of
8th year
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INTERPRETIVE
Listening
|
Novice Mid
|
Novice Mid
|
Novice Mid
|
Novice
Mid
|
Novice
Mid
|
Novice High
|
Novice High
|
|
Novice
High
|
|
INTERPRETIVE
Reading
|
Novice Low
|
Novice Low
|
Novice
Mid
|
Novice
Mid
|
Novice
Mid
|
Novice
Mid
|
Novice
High
|
|
Nov. Mid
|
Nov. High
|
|
INTERPERSONAL
Speaking
|
Novice Mid
|
Novice
Mid
|
Novice
Mid
|
Novice
Mid
|
Novice
Mid
|
Novice High
|
Novice High
|
|
Novice
High
|
|
PRESENTATIONAL
Speaking
|
Novice Low
|
Novice Low
|
Novice
Low
|
Novice
Mid
|
Novice
Mid
|
Novice
Mid
|
Novice High
|
|
Nov. Mid
|
|
PRESENTATIONAL
Writing
|
Novice Low
|
Novice Low
|
Novice
Mid
|
Novice
Mid
|
Novice
Mid
|
Novice
Mid
|
Novice High
|
|
Nov. Mid
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Nov. High
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K-12 Immersion Program Proficiency Targets for Level 1 & 2 Difficulty Languages
These include modern alphabetic languages that are taught with a balanced emphasis on reading, writing, listening and speaking.
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MODE AND SKILL
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End of K-2
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End of 3-5
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End of 6-8
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End of 9-12
|
|
INTERPRETIVE
COMMUNICATION:
Listening
|
Novice High
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Int. Low
|
Int. Mid
|
Adv. Low
|
|
INTERPRETIVE COMMUNICATION:
Reading
|
Novice High
|
Int. Low
|
Int. Mid
|
Adv. Low
|
|
INTERPERSONAL COMMUNICATION:
Speaking
|
Novice High
|
Int. Low
|
Int. Mid
|
Adv. Low
|
|
PRESENTATIONAL COMMUNICATION:
Speaking
|
Novice Mid
|
Int. Low
|
Int. Mid
|
Adv. Low
|
|
PRESENTATIONAL COMMUNICATION:
Writing
|
Novice Mid
|
Int. Low
|
Int. Mid
|
Adv. Low
|
K-12 Immersion Program Proficiency Targets for Level 3 & 4 Difficulty Languages
These include logographic languages that are taught with a balanced emphasis on
reading, writing, listening and speaking.
|
MODE AND SKILL
|
End of K-2
|
End of 3-5
|
End of 6-8
|
End of 9-12
|
|
INTERPRETIVE
COMMUNICATION:
Listening
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Novice High
|
Int. Low
|
Int. Mid
|
Adv. Low
|
|
INTERPRETIVE COMMUNICATION:
Reading
|
Novice Mid
|
Novice High
|
Int. Low
|
Int. High
|
|
INTERPERSONAL COMMUNICATION:
Speaking
|
Novice High
|
Int. Low
|
Int. Mid
|
Adv. Low
|
|
PRESENTATIONAL COMMUNICATION:
Speaking
|
Novice Mid
|
Int. Low
|
Int. Mid
|
Int. High
|
|
PRESENTATIONAL COMMUNICATION:
Writing
|
Novice Low
|
Novice High
|
Int. Low
|
Int. High
|
Sources
American Council on the Teaching of Foreign Languages. “ACTFL Proficiency Guidelines 2024.” https://www.actfl.org/educator-resources/actfl-proficiency-guidelines
North Carolina Department of Public Instruction. https://www.dpi.nc.gov/districts-schools/classroom-resources/academic-standards/standard-course-study/world-languages
U.S. Department of State. https://www.state.gov/foreign-language-training/
Last Modified: 8/14/2024 10:28:12 AM