1.1本指南涵盖了优质语言教学计划各组成部分的识别，并为每个组成部分制定了标准。本指南旨在为旨在达到特定语言能力目标的课程提供最低标准。 ====意义和用途====== 3.1本指南旨在为各机构制定教学计划提供服务，并为潜在客户和学生选择满足其需求的培训计划提供服务。 3.2特定程序可能不可能满足每种语言标准的所有组成部分。如果某一语言无法达到标准，学院将明确告知客户和学生这一事实。 3.3涉及以下部分: 3.3.1 需求分析- 协助客户和培训机构确定语言需求，设定合理的目标和期望，并选择合适的培训计划。 3.3.2 描述语言熟练程度- 协助学生、客户、讲师和机构评估需求，设定现实的目标，并绘制实现这些目标的进度图。 3.3.3 语言结果期望的明确性和合理性- 帮助确定个人是否需要培训以提高熟练程度。确定达到确定的熟练程度目标所需的估计课堂学时数。协助确定机构是否适合提供适当的指导。 3.3. 3.1这些指南并非绝对的。个别案例可能受到许多因素的影响，包括:个人语言学习能力、先前的语言经验、母语、出勤率、动机、作业、课堂外的接触和强化，以及个人学习风格。 3.3.4 培训计划标准- 协助学生、客户和机构确定和建立以使用为导向的培训计划。 3.3.5 为语言教师制定标准- 协助招聘、选择和留住讲师。 3.3.6 教员监督- 强调一个或多个个人可能发挥的监督作用的重要性。协助机构建立监督程序，并为客户提供培训计划评估指南，以满足其需求。 3.3.7 评估学生在语言能力方面的进步- 为客户、学生、机构和教员的利益，制定了评估和记录学生语言能力进步的最低要求。 3.3.8 机构稳定指南- 为客户提供确定机构稳定性的标准。 3.3.9 广告和促销活动- 协助机构准备广告和宣传材料，并协助客户解释和理解此类广告和材料。 3.3.9.1本指南应适用于广告，如印刷、广播和电子媒体，以及口头陈述。

1.1 This guide covers identification of the components of a quality language instructional program and establishes criteria for each component. This guide is meant to provide criteria for the minimum standard for a program designed to attain specified language proficiency goals. ====== Significance And Use ====== 3.1 This guide is intended to serve institutions for the development of instructional programs as well as to serve potential clients and students in the selection of a training program to meet their needs. 3.2 It may not be possible for a specific program to meet all of the components of the standard for every language. If the standard cannot be met for a given language, the institution will clearly inform the client and the student of that fact. 3.3 The following components are addressed: 3.3.1 Needs Analysis— Assists clients and training institutions in determining language needs, setting reasonable objectives and expectations, and selecting appropriate training programs. 3.3.2 Describing Levels of Language Proficiency— Assists students, clients, instructors, and institutions in assessing needs, setting realistic goals, and charting progress toward those goals. 3.3.3 Explicitness and Reasonableness of Language Outcome Expectations— Assists in determining an individual's need for training to increase proficiency. Determines the estimated number of classroom hours required to meet an identified proficiency objective. Assists in determining the suitability of an institution to provide appropriate instruction. 3.3.3.1 These guidelines are not intended to be absolute. Individual cases may be influenced by a number of factors, including: individual language learning ability, prior language experience, native language, attendance, motivation, homework, exposure and reinforcement outside the classroom, and individual learning style. 3.3.4 Training Program Criteria— Assists students, clients, and institutions in identifying and establishing a use-oriented training program. 3.3.5 Establishing Criteria for Language Instructors— Assists in recruiting, selecting, and retaining instructors. 3.3.6 Supervision of Instructors— Emphasizes the importance of the supervisory role that may be performed by one or more individuals. Assists institutions in establishing supervisory procedures and gives guidelines to clients for evaluating a training program to meet their needs. 3.3.7 Evaluating Student Progress in Language Proficiency Terms— Establishes minimum requirements for evaluating and documenting student progress in terms of language proficiency for the benefit of clients, students, institutions, and instructors. 3.3.8 Guides for Institutional Stability— Provides clients with criteria by which to determine the stability of an institution. 3.3.9 Advertising and Promotional Activities— Assists institutions in preparing advertising and promotional materials and assists clients in interpreting and understanding such advertising and materials. 3.3.9.1 These guidelines shall apply to advertising, such as print, broadcasting, and electronic media, as well as oral presentations.