LANGUAGE SCHOOL SENIOR INSTRUCTOR ORIENTATION

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP88-00428R000200070185-1
• Release Decision: RIPPUB
• Original Classification: K
• Document Page Count: 9
• Document Creation Date: December 22, 2016
• Document Release Date: October 20, 2010
• Sequence Number: 185
• Publication Date: August 8, 1984
• Content Type: MEMO

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8 August 1984
MEMORANDUM FOR: Chief, Language Training Division
FROM:
Director ot ing and Education
SUBJECT: Language School Senior Instructor Orientation
Hugh
1. I would like to thank all of your people who participated
in the orientation program that was setup for me today. As I have
gotten to know the Language Training Division personnel.over the
years, I have come to regard them with fondness and having the
opportunity to see them at work in their natural habitat just adds
to my respect for their professional abilities. I do not have the
opportunity for such observation.as often as I would like, and
today's experience was not only very pleasant but was also useful
to me.
2. These are indeed first-class professionals who have
every right to be very proud of what they are doing.
STAT
STAT
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Language School Senior Instructor Orientation
10:30 A.M. Wednesday, 8 August
Room
Time
Observations Escort
STAT
423
1030
French
Test
Tester
s
STAT
STAT
344
1100
Arabic Clams
Teacher -
Students:
STAT
STAT
336
1110
Russian Cl
Teacher
STAT
Student:)
IDDI-SOVA
STAT
4th week of special 7-week
to raise speaking level of
program
Russian reader
s.
312
1120
French Cl
ass
Teacher -
Student:
STAT
426
1130
STAT
426
1145
Discuss class observations
STAT
You will be escorted to the test and classes, but you will be
the only observer in the room. Attached for your information is the
briefing sheet for testing candidates. When you enter the testing
room, will supply you with the rating form used by the STAT
testers.
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BRIEFING FOR LANGUAGE PROFICIENCY TEST CANDIDATES
1. Purpose. The purpose of a language proficiency test is to
determine the level of your language skill compared with all other
speakers of the language regardless of how or where this knowledge
was acquired. This is not a pass-or-fail test. Your proficiency is
rated on a scale of zero through five and becomes a matter of
official record for the Agency's inventory of language skills in
accordance with directives of the Agency's Language Development
Committee, a managerial tool upon which personnel actions, for
example, may be based.
2. Who is Tested? Employees who have claimed language
proficiency must be tested, as well as those whose previous tests
are over three years old. In addition, anyone who has acquired a
new language or improved his knowledge of a language through study,
residence abroad, or other means, should make that proficiency a
matter of official record. New employees, overseas returnees and
nominees for language-required positions are also tested. As a
placement tool, employees scheduled for further training in a
language are also tested if their previous test is over six months
old. You have been scheduled for a test because you fit into one of
these categories. The examination tests for the skill(s) claimed.
If you have claimed both reading and oral skills, you will be tested
in both. If you have claimed reading only or speaking only you will
be given the appropriate test.
3. Criteria. All candidates are assessed against the same
criteria as specified by the Interagency Language Roundtable in its
definitions for assigning language proficiency ratings. The tests
are not geared to any specific course of instruction or professional
specialty, but are devised to test an individual's general language
proficiency in relation to that of an educated native-born speaker,
reader, or listener of the language.
4. Certification. Within two weeks after your test you will
receive, through your Training Officer, a Certification of Language
Proficiency which will show your tested ratings in reading, speaking
and understanding, as appropriate. Definitions of the proficiency
levels are attached.
5. The Oral Test. (a) In the oral portion of the test you
will be examined for your proficiency in speaking and oral
comprehension. In some languages, oral comprehension is tested
through listening to tape-recorded conversations and passages. The
speaking skill includes such factors as communication,
pronunciations, vocabulary, fluency arid structure. In order to
facilitate the flow of speech the test is conducted as an informal
conversation, in which the testers lead you into the use of the
language at various levels. You should respond to their questions
fully, so that the examiners will have a good sample of your
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language skill upon which to grade you. They must make their
decision according to what you actually say in the test. Baring the
conversation the examiners may move to more advanced material than
you feel you are able to handle. This is not to embarrass you but
to assure that you have been given an opportunity to reach your
highest level. If the subject being discussed is one with which you
are not familiar, do not hesitate to say so; the examiners are
testing you for your ability to handle the language, not your
general knowledge. You must remember, however, that at the upper
levels of proficiency you will be expected to discuss increasingly
sophisticated subject matter, using broader vocabulary and more
complex structures. On the average, the oral test last 20-30
minutes. Oral tests are recorded on tapes which are kept for six
months.
Who Gives the Tests? (b) Tests are usually given by native
speakers who are instructors or examiners employed by the Language
School. In certain languages, Agency employees having native or
near-native proficiency supplement the Language School Speakers or
substitute for them. A linguist may also be present at the test to
provide linguistic backup or give support in testing or grading, as
necessary.
Tips. (c) Since this may be the first time you have taken
this type of test, attached are some test-taking tips that will help
you demonstrate your competence in the foreign language to the
fullest.
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1. RELAX.
Light a cigarette, rub your hands, blow your nose, talk
about the weather--anything that will give you a few
seconds to gain composure and confidence.
2. CHOOSE YOUR OWN SPEAKING SPEED.
Choose a speaking speed comfortable for you. Maintain that
pace. If you know you may make lure mistakes when you
speak too fast, slow down. If you are a slow speaker by
nature, say so to the tester, but still make the effort not
to be dangerously slow.
3. KEEP TALKING.
Don't stop the conversation by saying simply "yes" or
"no." Be generous. Give details. Explain your point.
Develop your thoughts. Make comparisons. Use any device
that shows the testers that you can carry a topic through.
This will help your performance. Silence is your enemy.
If you are not a talkative person by nature, you must make
an extra effort for the test.
4. DON'T GET HUNG UP ON A WORD.
Avoid words you are uncertain of. All too often a
candidate will rack his brains for a particular word he
feels he must use, thus paralyzing the sentence. If you do
get hung up, find a simple substitute and go on with the
conversation.
5. DON'T AVOID GRAt1M k POIN. S.
If a tester asks you what you would do if you had a million
dollars, he/sne is probably trying to make you use a
specific grammar point. If you can handle it, comply.
This may help raise your level.
? . DOW TA MY TO IMPRESS WITH YOUR KLQC),1- E OF A PARTICULl R
SUBJECT.
The testers do not care what you know but how you say it.
7. DON'T DOWNGRADE YOURSELF.
Don't apologize for your lack of ability in the language.
Be positive. Let the testers be the judge.
8. DON'T TAKE OFFENSE AT QUESTIONS.
The tester might ask you anything, but they are not really
interested in the content of your answers. Their questions
are only devices to get you to produce a lot of speech in a
variety of vocabulary areas.
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WHAT O DO IF . . .
1. IF YOU THINK YOU UNDERSTOOD WHAT THE TESTER ASKED, BUT ARE NOT
SURE.
Act on what you think you understood. Chances are, you have.
Don't request unnecessarily that the questions be repeated.
2. IF YOU MAKE A MISTAKE.
Correct yourself. If you know you made a mistake, correct it
and go on. You do that even in your own language. Correcting
a mistake in no way detracts from your performance.
3. IF YOU ARE HOPELESSLY LOST IN A LONG SEJ`iNCE.
Stop. Collect yourself. Say something like, "Let me tell you
again--it is a bit complicated." Then get back at it. Break
it into shorter sentences and carry it through. Don't fret
over what happened. No one expects you to speak without
mistakes. Fretting over a mistake only reduces your
efficiency, jeopardizing the rest of the test.
4. IF YOU DRAW A BLANK.
If you draw a momentary blank, give an appropriate answer. For
instance, if a tester asks you low long you have been living in
t
11 he area and you can't remember how to say "one and a half" say
one year.
5. IF YOU SUDDENLY BECOME NERVOUS DURING THE TEST.
The testers will sense it and help you. But you are entitled
to stop for a few seconds and regain control. Relax. Admit
that you are nervous and joke about it. Often this alone is
enough to make you comfortable again.
o. IF Sa,,=tIINS IS 17fERFERRING WITH YOUR ABILITY TO PERcOR?I.
If the air conditioner bothers you, say so. If you can't hear
the tester, say so. If the tester is speaking too fast for
you, say so. Remember: This is your test. You are entitled
to the best testing conditions.
7. IF A QUESTION IS PUT TO YOU AND YOU DON'T KNOW ANYTHING ABOUT
THE SUBJECT.
Admit it. But go on to explain why you don't know. For
instance, say you haven't had the time to read the newspaper
because you've been busy doing something else, and explain what
it is. (While'you explain you are using the language.) Or,
slide to another subject. For instance, "I know rather little
about the Middle East because I am more interested in European
affairs or the Far East," and go on from there.
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8. IF YOU FE LI 1, "OH I3OY : r~H a l$ Ea/ -uY EASY. "
If you feel the test is too easy, you are probably not
demonstrating your highest level of proficiency. This is the
moment to pull out some idioms you know well. Make an extra
effort to talk on a higher level.
9. IF YOU FEEL, "OH: THIS IS GE" `l ING ROUGH."
If you feel the test is getting difficult, it is normal. The
testers are bringing you to the level where you begin to feel
the pressure. The testers cannot determine your highest level
unless they go beyond it.
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LLY ACCEPTED BY ENS.
ACCENT MAY BE FOREIGN, NEVER INTERFERES,
RARELY DISTURBS ENS.
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ERRORS FREQUENT INTELLIGIBLE TO NS USED
TO DEALING WITH FOREIGNERS
SPEAKING PERFORMANCE PROFILE
Fluency/ Integrative
TEST NUMBER
Sociolinguistic/Culture
USE OF REGISTER, CULTURAL REFERENCES, AND
COLLOQUIALISMS EQUIVALENT TO AN ENS.
HIGH DEGREE OF FLUENCY. EFFORTLESS,
SMOOTH, NORMALLY WITHIN RANGE ACCEPT-
ABLE TO NS
SPEAKS WITH FACILITY. RARELY HAS TO GROPE.
FLUENCY WITHIN OR CLOSE TO RANGE OF NS
ACCEPTABILITY HAS MORE PRONOUNCED
ABILITY TO USE PARAPHRASE AND CIRCUMLO-
CUTION AND FEWER FILLERS. ALTHOUGH IN-
TER LANGUAGE MAY SURFACE IN IDIOMATIC
EXPRESSIONS, CANDIDATE ACTUALLY THINK-
ING IN TL
SPEAKS WITH CONFIDENCE BUT NOT WITH FA-
CILITY HESITANTLY. USES PARAPHRASE AND
FILLERS INTERLANGUAGE 15 APPARENT BUT
RECEDING
SLOW STRAINED, EXCEPT FOR ROUTINE EX-
PRESSIONS AVOIDS CERTAIN CONSTRUC
TIONS AND VOCABULARY NTER_ANGUAGE
MAX DOMINATE
SO HALTING THAT CONVERSATION IS IMPOSSI-
BLE
RESPONDS APPROPRIATELY ON ALL LEVELS
NORMALLY PERTINENT TO PROFESSIONAL
NEEDS. TL CULTURE DOMINATES.
MAKES FREQUENT APPROPRIATE USE OF TL
CULTURAL REFERENCES AND EXPRESSIONS.
SOCIOLINGUISTIC INACCURACIES MAY EXIST,
BUT DO NOT RESULT IN MISUNDERSTANDING.
NCULTURE MAY PREDOMINATE BUT
SOCIOLINGUISTIC AND C'JLTURAL CONTRAS'S
DO NOT OFFEND NS
SUFFICIENT CULTURAL SOCIO:INGUISTIC
KNOWLEDGE TO DEA_'r,'IT'V NS USED TO DEAL
ING'WITH FOREIGNERS.
NO EVIDENCE OF SOCIOLINGU!STIC OR CUL-
TURAL AWARENFSS
ONLY OCCASIONAL ERRORS: NO PATTERN OF
DEFICIENCY MAKES USE OF HIGH-LEVEL DIS-
COURSE STRUCTURES
ONLY SPORADIC ERRORS IN BASIC STRUC-
TURES, OCCASIONAL ERRORS IN LOW FRE-
QUENCY STRUCTURES, AND MORE FREQUENT
ERRORS IN LESS COMMON, COMPLETE STRUC -
TURES
~o/NS SENTEVcES
TO& 7; - rN t JMST
2 DFscX,uRSE
ERRORS FREQUENT BUT NTE L'JGIBQ TO NS
USED TO DEALING WITH FOREIGNERS
TOTALLY WRONG OR NONEXISTENT.
0
EQUAL TO ENS IN BREADTH AND IDIOM ON ALL
SUBJECTS.
EXTENSIVE, PRECISE, AND APPROPRIATE TO EV.
ERY OCCASION.
BROAD ENOUGH TO CONVERSE AND EXPRESS
OPINIONS IN FORMAL AND INFORMAL CON-
VERSATIONS ABOUT PRACTICAL SOCIAL, PRO
FESSIONAL, AND ABSTRACT TOPICS
SUFFICIENT TO SPEAK SIMPLY WITH SOME CIR-
CUMLOCUTIONS IN CASUAL CONVERSATIONS
ABOUT CONCRETE TOPICS SUCH AS OWN
BACKGROUND FAMILY. AND INTERESTS.
WORK. TRAVEL AND CURRENT EVENTS
INC,UDES BOTH CONTEN' AND 'UNCTION
WORDS. BUT LIMITED TO EVERYDAY SURVIVA,
AND COURTESY REQUIREMENTS
INADEQUATE FOR EVEN SIMPLE CONVEPSA
TION
ATE
ALL FACTORS INTEGRATED INTO PERFORM-
ANCE EQUIVALENT TO THAT OF AN ENS.
ABLE TO TAILOR LANGUAGE TO FIT AUDIENCE,
COUNSEL, PERSUADE, REPRESENT A POINT OF
VIEW, NEGOTIATE, AND INTERPRET FOR DIGNI-
TARIES
CAN CONVERSE IN FORMAL AND INFORMAL
SITUATIONS, RESOLVE PROBLEM SITUATIONS,
DEAL WITH UNFAMILIAR TOPICS, PROVIDE EX-
PLANATIONS, DESCRIBE IN DETAIL, OFFER SUP-
PORTED OPINIONS, AND HYPOTHESIZE
ABLE TO FULLY PARTICIPATE IN CASUAL CON-
VERSATIONS CAN EXPRESS FACTS GIVE
INSTRUCTIONS DESCRIBE, REPORT ON. AND
PROVIDE NARRATION ABOUT CURRENT PAST,
AND FUTURE ACTIVITIES
CAN CREATE WITH THE LANGUAGE ASK AND
ANSWFR Q'JE STIONS PARTICIPATE IN SHORT
CONVERSATIONS
ENS = educated native speaker NS = native speaker TL = target language NL = native language
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FORM 4021 OBSOLETE PREVIOUS
5-81
PRONUNCIATION
FLUENCY/
INTEGRATIVE
SOCIOLINGUISTIC/
CULTURE
GRAMMAR
VOCABULARY
TASKS
2.
3.
TOTAL
CL
DECL
DERIVED
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