n our previous two articles, we looked at language learning outcomes from two different perspectives: first, we discussed how individual differences, such as motivation and attitudes, can play an important role in the learning process; and second, we described how well-designed language programs are essential for successful language learning. Following up on this, we will now take a closer look at how these two factors are interrelated and how learners’ strong motivations and clear goals can benefit from a structured learning process which combines classroom-based and self-directed learning.
In order to attain successful outcomes, it’s crucial that the learning journey is aligned with clearly-defined, quantifiable (or measurable), and realistic goals that are measurable and broken down in specific milestones along the way. As we discussed before, for language learners and teachers, both the ACTFL (American Council on the Teaching of Foreign Languages) Proficiency Guidelines and the Council of Europe CEFR (Common European Framework of Reference for Languages) level descriptors offer clearly articulated descriptions of the specific language skills required for each level of competence, divided into the four major language skills of listening, speaking, reading, and writing. These skills can be measured reliably through a proficiency exam that evaluates the learner’s ability to communicate appropriately at a specific level and to demonstrate the specific competencies for each language skill.
It’s important to understand that language proficiency is not just about memorizing vocabulary or passing grammar exams, it is the ability to use language in the real world in spontaneous and non-rehearsed contexts. This means that learners must be able to put into practice what they have learned—whether in the language classroom or in more informal settings—and be able to engage with native speakers in authentic interactions. For learners, proficiency guidelines and level descriptors offer clear and objective criteria which clarify exactly what they are supposed to be able to do at each level of competence. For example, at the A1 (Beginner) level, a learner “Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.”[1] On the programmatic level, these descriptors can also be used to establish objective and measurable learning outcomes from the beginning through the more advanced levels. For our learners at Velocity, for example, the language learning goal is to pass the B2 Goethe Certificate, which then allows them to interview successfully with prospective employers in Germany. At that level (B2 is Upper Intermediate), they “Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation.”[2] They should therefore be able to talk about the healthcare field and their professional expertise in that area.
Proficiency levels are thus well-defined and quantifiable (or measurable), but it’s also necessary to be realistic about setting goals, both on the individual and programmatic levels. ACTFL uses an inverted pyramid to show how language learning progresses, which is intended to demonstrate that learning proceeds much faster in the beginning and takes increasingly more time as the learner advances. As we pointed out in our first article, language learning takes time! Despite many unsubstantiated claims about miraculously quick progress, learners must be realistic about how much time their language learning journey might take, and programs must be transparent and clear about what is required of learners to progress appropriately. No one becomes fluent in another language in 3 months, but dedicating consistent time and continuous practice will lead to steady progress.
For our learners at Velocity, their end goal is a strong motivator in the learning process despite the many ups and downs they might encounter in their daily lives. However, passing the Goethe B2 certification examination is not the ultimate goal but offers a gateway to their future careers as healthcare professionals in Germany. In recent conversations with our Velocity learners, we have learned that many of them are not simply guided by an instrumental motivation (i.e. the desire to get a job in Germany) but are also inspired by many other, less tangible issues, such as opening broader horizons, moving to a new country, loving the language and culture, and creating new opportunities for themselves and their families. Many said that this is what keeps them going even when it’s tough to manage a busy career, family obligations, and financial pressures while continuing to commit to learning a new language. They affirmed that they find strength in their long-term goals, which enables them to persist in their language learning journey. When learners can see where language learning leads and realize that their efforts will contribute to exciting new opportunities in life, their engagement changes, and this creates focus, persistence, and momentum.
