Speaking LAT

Speaking

The Speaking LAT is structured to be like an ACTFL Oral Proficiency Interview where students are asked questions at different proficiency levels to determine their floor, where they are most comfortable, and their ceiling, where they are stretched and begin to demonstrate language breakdown. The Speaking LAT has twelve prompts that range from Novice to Superior, and all students answer all of the questions. By doing this, students can show their best English in the prompts that line up with their language proficiency. The Speaking LAT begins with a Novice prompt where students have ten seconds to prepare and thirty seconds to respond. It then moves to three Intermediate prompts that are also ten seconds of preparation with thirty seconds to record each. These three questions focus on daily life and asking questions. After the Intermediate questions, the students go back and forth between Advanced and Superior prompts. This mimics the up and down that happens in an Oral Proficiency Interview. In the Advanced prompts, students have fifteen seconds to prepare and forty-five seconds to speak, and in the Superior prompts, they have twenty seconds to prepare and eighty seconds to speak. There are three Advanced prompts and three Superior prompts. The order of the back and forth is one Advanced focusing on description, one Superior focusing on supporting an opinion, one Advanced focusing on resolving a problem, two Superior with one focusing on consequences and one focusing on interpreting and applying the meaning of a quote, and then one Advanced focusing on narrating in the past. After this back and forth between Advanced and Superior, the assessment finished with two Intermediate prompts with one that is focused on routines and the other that is focused on daily life.

Example prompts of the Speaking LAT are shown below.

Example Novice Prompt

Talk about the food you like to eat. What food do you like? What is in it? What does it taste and smell like? You have 10 seconds to prepare your answer and 30 seconds to speak.

Rationale

The content and the task in the prompt are appropriate for Novice language abilities. The topic is connected to everyday life and students could use lists of words or phrases to answer the question.

Example Intermediate Prompt

You move to a new city and want to learn more about it. Your neighbor comes over to welcome you to the neighborhood. Imagine you are talking to your neighbor. Ask your neighbor questions about the city. You have 10 seconds to prepare your answer and 30 seconds to speak.

Rationale

The content and the task in the prompt are appropriate for Intermediate language abilities. The ability to ask questions is a characteristic of the Intermediate proficiency level. Students at that level should be able to successfully form questions about an everyday topic. Students below the intermediate level would not be able to form questions correctly.

Example Advanced Prompt

Retell a story from your life when you achieved a goal and describe what you did to achieve it. Also, explain why this is a memorable achievement for you. You have 15 seconds to prepare and 45 seconds to speak.

Rationale

The content and the task in the prompt are appropriate for Advanced language abilities. Narration in the different time frames is a characteristic of the Advanced level. Students at the advanced level should be able to narrate in paragraph-length speech. Students below the advanced level would not be able to maintain past narration and would not speak in a paragraph-like response.

Example Superior Prompt

Aristotle, a Greek philosopher, said, “Excellence is never an accident. It is always the result of high intention, sincere effort, and intelligent execution; it represents the wise choice of many alternatives – choice, not chance, determines your destiny.” Discuss the principle behind this expression. In what way is it true or accurate? Who should learn from it and how should their actions change? You have 20 seconds to prepare your answer and 80 seconds to speak.

Rationale

The content and the task in the prompt are appropriate for Superior language abilities. Being able to interpret and apply ideas and to speak in the abstract are characteristics of Superior level speech. While ELC students will most likely not speak at the Superior level, Advanced students would attempt it but not be able to sustain it. They would revert to narrations and descriptions.