Language Goals & Progress

Language learning is more effective when learners know exactly what they are aiming for and how to check their progress over time. Clear goals make it easier to choose the right activities, while regular evaluation shows whether those activities are working.​

At the beginning of language study, each learner should answer two basic questions: “Where am I going?” and “How am I doing?” The first question is about goals, the second is about progress. Goals should match the learner’s purpose for using the language, for example a short visit, temporary work, or long-term professional life.​

A practical framework describes five broad levels of language proficiency.​
At Level One, the goal is just to get by for a short time. Learners at this level can perform minimal daily activities in the language, such as greeting people, buying simple items, or asking for basic help.​

At Level Two, the goal is to respond to opportunities and handle cultural stress during a temporary stay of more than two or three months. Learners can interact in routine social situations and manage limited work-related tasks, although they still rely on familiar patterns and topics.​

At Level Three, the goal is to satisfy normal social and work requirements with generally satisfactory professional proficiency. The learner can speak with enough structural accuracy and vocabulary to handle most everyday and some work situations, though there may still be gaps in more complex contexts.​

At Level Four, the target is to use the language fluently and accurately, with vocabulary that is extensive and precise enough to express exact meanings. Learners at this stage can participate in demanding professional and social interactions and often act as change agents, with a clear responsibility to communicate effectively.​

At Level Five, the goal is to function as an educated native speaker. At this level, native speakers interact with the learner as they do with each other, and the learner’s language use is equivalent in every way to that of an educated native user of the language.​

These five levels help teachers and learners in the United States, Australia, and elsewhere to design realistic programs and fair assessments. By linking each course to a specific level and by checking progress regularly against the stated goal, both sides can see clearly whether learning is on track and what needs to be improved.​

1. • The five proficiency levels and their descriptions are adapted from
     Brewster, E. & Brewster, D. (Language Acquisition Made Practical).