1. Language Aptitude Testing:
Efficient or Unfair?
Kathryn Hinbern

2. What is language aptitude?

3. Definition:
Language aptitude is the ability to learn a foreign language
This ability is believed to be relatively stable throughout one’s life
All human beings are wired to learn languages, given enough time and instruction
However, some people learn at a faster rate than others

4. Research:
Dr. John B. Carroll is an internationally acclaimed psychometrician and educational psychologist
psychometrician: a person (as a clinical psychologist) who is skilled in the administration and interpretation of objective psychological tests
In the 1950’s, he carried out a 5-year research project to understand more about language aptitude and how to measure it

5. Dr. Carroll’s Four Components of Language Aptitude
Phonetic coding ability
ability to perceive and remember distinct sounds associated with syllables
Grammatical sensitivity
ability to recognize the function of a lexical element in a sentence
Rote learning ability
ability to learn and retain associations between words in a new language and their meaning in English
Inductive learning ability
ability to infer or induce rules governing the structure of a language

6. What is language aptitude testing used for?

7. Academic Institutions
Students who are interested in foreign languages can take a language aptitude test in order to determine their success
Students who are already enrolled in language classes but are experiencing difficulty can take a language aptitude test in order to diagnose the problem

8. Clinical psychologists
If a student is indeed struggling in learning a foreign language, psychologists can use language aptitude testing to determine if the student has a foreign language learning disability
Some individuals may excel in their classes, yet receive lower grades in their foreign language courses
However, this does not necessarily indicate a disability; the failure could be attributed to dislike for the subject, teacher, peers, etc.
Language aptitude tests can help to provide stronger evidence in order to confirm a language learning disability

9. Government organizations
Many different government organizations use language aptitude testing with their staff in order to identify which individuals are most apt to be successful in learning a second language.
Foreign Service Institute
the federal government’s primary training institution for preparing diplomats and other professionals for working in advancing the U.S.’s affairs overseas
International Monetary Fund
an international organization that works to promote international monetary cooperation, fosters economic growth, and provides financial assistance to countries
United Nations
works to promote peace and security throughout the world by focusing on humanitarian affairs, economic and social development, and human rights

10. Churches and Missionaries
In much the same way as government institutions, religious organizations often send out individuals to foreign countries.
Language aptitude testing allows them to determine which individuals will succeed in language training as well as which languages will be the most challenging for the individual.

11. What does a language aptitude test consist of?

12. Sound and meaning
The first aspect of a language that all human beings learns (with exception of deaf human beings) is sound and its relation to meaning.
The test may give a list of sounds and their meanings, allowing a short period of time for the individual to learn these relationships. Then the student will hear a sound and be asked to record its meaning.

13. Phonetics
In addition to learning the meaning of sounds, the test also assesses the individual’s ability to learn the symbols that are associated with these sounds.
The test may give a list of the phonetic spelling of different syllables The individual will hear a recording of one of those syllables and then record which is the correct phonetic spelling of the sound.

14. Spelling
Each language has its own alphabet and patterns for which its words are written, therefore it is important to know how to spell a word, even if it has only been heard.
Example: The test may give the phonetic spelling of a word (e.g. kloz) and ask the taker to spell it appropriately (e.g. clothes).

15. Syntax
All languages require the speaker to understand syntactic structures that make up an utterance
Example: The test may give a sentence with a word underlined and ask the speaker to pick the same type of word (noun, verb, etc.) from another sentence.

16. Rote Memory
An important aspect of any language is one’s ability to memorize numerous vocabulary words in a short amount of time
Example: The test would give a list of vocabulary words with their English equivalent It would allow the taker a limited amount of time to study them, and then without looking back, answer questions about the new words.

17. What are the different types of language aptitude tests?

18. Modern Language Aptitude Test (MLAT)
Designed to predict a student’s likelihood of success and ease in learning a foreign language
Primarily used for adults in government language programs and missionaries
Also used for high school students, college/university students, private schools, and clinical psychologists

19. Modern Language Aptitude Test – Elementary (MLAT-E)
Similar to the MLAT, this assessment is designed for children in grades 3 to 6

20. Modern Language Aptitude Test – Elementary: Spanish (MLAT-ES)
An adaptation of the MLAT-E, this test is for examinees whose first language is Spanish
This test is can be particularly helpful in determining why a student is progressing slowly in learning English
It is used not only in the United States but also in Spanish-speaking countries

21. Pimsleur Language Aptitude Battery (PLAB)
Developed by Dr. Paul Pimsleur after years of research concerning the linguistic and psychological factors in language learning
Contains six parts:
Part 1 – studies the student’s abilities in areas other than language learning
Part 2 – measures the student’s interest and motivation in foreign language learning
Part 3 – tests the student’s knowledge of English vocabulary (verbal ability)
Part 4 – studies the student’s ability to reason logically in a foreign language
Part 5 – tests the student’s ability to distinguish between different phonetic sounds
Part 6 – measures the student’s ability to associate sounds with symbols

22. Defense Language Aptitude Battery (DLAB)
Used by the United States Department of Defense
Determines who may pursue training as a military linguist
Administered to new and prospective recruits at the United States Military Entrance Processing Command
An individual takes the DLAB after the Armed Services Vocational Aptitude Battery (ASVAB) but before a final job category (MOB) is determined

23. What are the pro’s of a language aptitude test?

24. Summary of pro’s
Students can avoid being placed in the wrong class level of a foreign language
Missionary groups can determine which people are most likely to be successful in doing mission work in foreign countries
Military groups can train the best individuals to go serve abroad
Government agencies, such as the United Nations, can find people to train as translators and communicate with foreign diplomats

25. What are the con’s of a Language Aptitude Test?

26. 1.) Unfair
The questions are superficial, requiring quick thinking but no real thought
Encourages outdated methods of instruction
Assumes that all test-takers have been exposed to a white, middle-class background

27. 2.) Not objective
All decisions about the test (the content, the wording of the questions, the “correct” answer, how the test is administered, and what the test is used for) is determined by human beings, who are innately subjective

28. 3.) Not reliable Tests have “measurement error”
The same student can take the same test twice and get different results

29. 4.) Don’t measure intelligence
Intelligence includes a variety of abilities, and it cannot be put on a scale
Intelligence is not fixed nor permanent
Exercise, nutrition, changes in sleep patterns can all change IQ

30. 5.) Don’t measure student achievement
Do not adequately measure thinking skills and the ability to write
Do not assess one’s capability with handling real-world tasks

31. What is the controversy surrounding these tests?

32. The National Center for Fair & Open Testing
Mission Statement: “The National Center for Fair & Open Testing works to end the misuses and flaws of standardized testing and to ensure that evaluation of students, teachers and schools is fair, open, valid and educationally beneficial.” (FairTest.org)

33. FairTest
They promote fair evaluations not only of students, but of teachers and schools as well.
They place more emphasis on the obstacles related to race, gender, and cultural in order to create a more equal opportunity environment for education.
Their focus is not only on university admissions exams, but also K-12 assessments and employment tests.

34. FairTest: How it functions
FairTest’s electronic newsletter, The Examiner, publishes a variety of materials to help students, parents, teachers, administrators, and researchers.
Actively speaks out against false perceptions that test scores undoubtedly determine one’s intellgience and merit and also working to create a new basis for assessment.
Fairtest is funded by grants from many different organizations and also private donors.
Many things have changed—some colleges and universities are putting less emphasis on ACT and SAT scores and more emphasis on grade-point average and class rankings.

35. Other Resources

36. Websites Language Testing International Second Language Testing, Inc.
Second Language Testing, Inc.

37. Journals
Carroll, J. B. (1981). Twenty-five years of research on foreign language aptitude. In K. C. Diller (Ed.), Individual differences and universals in language learning aptitude, (p ). Rowley, MA: Newbury House.
Pimsleur, P., Sundland, D.M. & McIntyre, R.D.  (1963). Under-Achievement in Foreign Language Learning: Final Report. Columbus, OH:  The Ohio State University Research Foundation.
Wesche, M. (1981). Language aptitude measures in streaming, matching students with methods, and diagnosis of learning problems. In K. Diller (Ed.), Individual Differences and Universals in Language Aptitude. MA: Newbury House.
Stansfield, C. W. (1989). Language Aptitude Reconsidered. Washington DC: ERIC  Clearinghouse on Languages and Linguistics, 1989.