The Importance of Placement Tools in Postsecondary World Language Classes

Abstract

Appropriate placement of language learners continues to be challenging for postsecondary world language programs. The Seal of Biliteracy is now available in all of the states for high school students. While the Seal is an admirable program, using it in higher education can be problematic because the proficiency levels needed to attain the Seal vary by state, and not all world language programs participate in the Seal of Biliteracy. The purpose of the present study was to compare cadets’ proficiency levels in French, Portuguese, and Spanish at the beginning of their second year of study to their proficiency level as reflected by their Seal of Biliteracy achievement/placement. The researchers assessed language learner proficiency using the Adaptive Listening Tests and the Adaptive Reading Tests developed at Brigham Young University. Results indicate that reporting attainment of the Seal of Biliteracy did not necessarily guarantee results at higher levels of proficiency in all three languages. Use of the Seal of Biliteracy alone for placement purposes is thus not recommended as the best assessment of students’ language abilities. The findings have implications for world language programs in higher education as they find new ways to place secondary students in their programs.