Incorporation of ACTFL Proficiency Guidelines and OPI into a Chinese Heritage Language Curriculum
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| Title: | Incorporation of ACTFL Proficiency Guidelines and OPI into a Chinese Heritage Language Curriculum |
|---|---|
| Language: | English |
| Authors: | Lini Ge Polin (ORCID |
| Source: | Foreign Language Annals. 2026 59(1):256-277. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Chinese, Native Language, College Students, Language Proficiency, Oral Language, Second Language Learning, Curriculum, Receptive Language, Auditory Perception, Pronunciation |
| Assessment and Survey Identifiers: | ACTFL Oral Proficiency Interview |
| DOI: | 10.1111/flan.70030 |
| ISSN: | 0015-718X 1944-9720 |
| Abstract: | Traditional college heritage language (HL) classes often place more emphasis on literacy development than speaking improvement. However, the native-like abilities of some heritage language learners (HLLs) in certain areas, such as acoustic perception and pronunciation, do not guarantee their oral competency. To address the issue, this study integrated the ACTFL Proficiency Guidelines--Speaking and mock Oral Proficiency Interviews (OPIs) conducted by certified ACTFL OPI testers into a Chinese HL curriculum over one semester. Forty-one participants completed pre- and post-surveys and mock OPIs at the beginning and end of the semester, respectively. The pre-post-survey comparison indicated participants' enhanced speaking awareness and stronger speaking initiatives inside and outside of class. The pre-post-mock-OPI comparison indicated improved oral proficiency of 15 participants, and some minor qualitative improvements in one or two of the criteria of "Functions and Tasks," "Accuracy, Context and Content," and "Text Type" in 16 of the other 26 participants. Implications regarding the improvement of Chinese HLLs' speaking development are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500423 |
| Database: | ERIC |
| Abstract: | Traditional college heritage language (HL) classes often place more emphasis on literacy development than speaking improvement. However, the native-like abilities of some heritage language learners (HLLs) in certain areas, such as acoustic perception and pronunciation, do not guarantee their oral competency. To address the issue, this study integrated the ACTFL Proficiency Guidelines--Speaking and mock Oral Proficiency Interviews (OPIs) conducted by certified ACTFL OPI testers into a Chinese HL curriculum over one semester. Forty-one participants completed pre- and post-surveys and mock OPIs at the beginning and end of the semester, respectively. The pre-post-survey comparison indicated participants' enhanced speaking awareness and stronger speaking initiatives inside and outside of class. The pre-post-mock-OPI comparison indicated improved oral proficiency of 15 participants, and some minor qualitative improvements in one or two of the criteria of "Functions and Tasks," "Accuracy, Context and Content," and "Text Type" in 16 of the other 26 participants. Implications regarding the improvement of Chinese HLLs' speaking development are discussed. |
|---|---|
| ISSN: | 0015-718X 1944-9720 |
| DOI: | 10.1111/flan.70030 |
