Defense Language Aptitude Battery

Last updated

The Defense Language Aptitude Battery (DLAB) is a test used by the United States Department of Defense to test an individual's potential for learning a foreign language and thus determine who may pursue training as a military linguist. It consists of 126 multiple-choice questions, and the test is scored out of a possible 164 points. [1] The test is composed of five audio sections and one visual section. As of 2009, the test is completely web-based. The test does not attempt to gauge a person's fluency in a given language but rather to determine their ability to learn a language. The test will give the service member examples of what a selection of words or a portion of a word means, then ask the test taker to create a specific word from the samples given. [2]

Contents

Preparation for the DLAB includes a number of study guides and practice tests. [3] These resources give one the appropriate means by which to prepare for the test and gauge a possible outcome. However, a study guide for the DLAB is not like traditional studying - one will not learn content that will be on the DLAB, but rather the style of the DLAB. [4] Someone who fails the test or gets a low score can always retake the DLAB, but only after a wait of 6 months. For most service members, this is too long and will cause them to miss the deadline for submitting their scores. Adequate preparation is thus a near-necessity.

The languages are broken into tiers based on their difficulty level for a native English speaker as determined by the Defense Language Institute. The category into which a language is placed also determines the length of its basic course as taught at DLI.

To qualify to pursue training in a language, one needs a minimum score of 95. The Marines will waive it to 90 for Cat I and Cat II languages, and the Navy will waive it to 85 for Cat I languages, 90 for Cat II languages, and 95 for Cat III languages. The Air Force does not currently offer a waiver and requires all applicants to qualify for Cat IV languages, requiring a 110 or better. [5] [6] The Army National Guard is able to waive a score of 90 into a Cat. IV language.

The DLAB is typically administered to new and prospective recruits at the United States Military Entrance Processing Command sometime after the Armed Services Vocational Aptitude Battery (ASVAB) is taken but before a final job category (NEC, MOS, AFSC) is determined. Individuals may usually take the DLAB if they score high enough on the ASVAB for linguist training and are interested in doing so. The DLAB is also administered to ROTC cadets while they still attend college. The DLAB is also used for the Australian Defense Force.

The DLAB is a required test for officers looking to either join the Foreign Area Officer program or the Olmsted Scholar Program. The required grade for these programs is 105, but the recommended grade is at least 122 or above. [7]

Military personnel interested in retraining into a linguist field typically also must pass the DLAB. In a few select cases, the DLAB requirement may be waived if proficiency in a foreign language is already demonstrated via the DLPT.

Language categories

While these scores are required to enter a language program of that category, often placement is based upon need rather than score. For example, a service member who receives a score of 115 (good enough for Category IV) may be placed in Russian (Category III). Previously, the maximum score on the DLAB was 176, but as of 2016 has been lowered to 164. [9] [10]

As of 2010, Category I languages had 26 weeks of study, Cat II had 35 weeks, Cat III had 48 weeks, and Cat IV had 64 weeks. [11] By 2022, Cat I and II had 36 weeks of courses, Cat III had 48 weeks, and Cat IV had 64 weeks. [12]

See also

Related Research Articles

An aptitude is a component of a competence to do a certain kind of work at a certain level. Outstanding aptitude can be considered "talent", or "skill". Aptitude is inborn potential to perform certain kinds of activities, whether physical or mental, and whether developed or undeveloped. Aptitude is often contrasted with skills and abilities, which are developed through learning. The mass term ability refers to components of competence acquired through a combination of both aptitude and skills.

<span class="mw-page-title-main">Armed Services Vocational Aptitude Battery</span> Educational assessment administered by the U.S. military

The Armed Services Vocational Aptitude Battery (ASVAB) is a multiple choice test, administered by the United States Military Entrance Processing Command, used to determine qualification for enlistment in the United States Armed Forces. It is often offered to U.S. high school students when they are in the 10th, 11th and 12th grade, though anyone eligible for enlistment may take it.

<span class="mw-page-title-main">Defense Language Institute</span> Agency of the U.S. Department of Defense

The Defense Language Institute (DLI) is a United States Department of Defense (DoD) educational and research institution consisting of two separate entities which provide linguistic and cultural instruction to the Department of Defense, other federal agencies and numerous customers around the world. The Defense Language Institute is responsible for the Defense Language Program, and the bulk of the Defense Language Institute's activities involve educating DoD members in assigned languages, and international personnel in English. Other functions include planning, curriculum development, and research in second-language acquisition.

Cognitive tests are assessments of the cognitive capabilities of humans and other animals. Tests administered to humans include various forms of IQ tests; those administered to animals include the mirror test and the T maze test. Such testing is used in psychology and psychometrics, as well as other fields studying human and animal intelligence.

The Defense Language Proficiency Test (DLPT) is a battery of foreign language tests produced by the Defense Language Institute and used by the United States Department of Defense (DoD). They are intended to assess the general language proficiency of native English speakers in a specific foreign language, in the skills of reading and listening. An Oral Proficiency Interview (OPI) is sometimes administered to Defense Language Institute students to establish the graduate's proficiency in speaking following training there, but it is not part of the DLPT.

<span class="mw-page-title-main">Cryptologic technician</span>

Cryptologic technician (CT) is a United States Navy enlisted rating or job specialty. The CT community performs a wide range of tasks in support of the national intelligence-gathering effort, with an emphasis on cryptology and signal intelligence related products.

DLAB may refer to:

Language learning aptitude refers to the "prediction of how well, relative to other individuals, an individual can learn a foreign language in a given amount of time and under given conditions". Foreign language aptitude itself has been defined as a set of cognitive abilities which predicts L2 learning rate, or how fast learners can increase their proficiency in a second or foreign language, and L2 ultimate attainment, or how close learners will get to being able to communicate like a native in a second or foreign language, both in classroom and real-world situations. Understanding aptitude is crucial for a complete picture of the process of second language acquisition. Knowledge about language aptitude has profound impacts in the field of Applied Linguistics, particularly in Second Language Acquisition (SLA) theory and in the practice of teaching and learning languages.

The Modern Language Aptitude Test (MLAT) was designed to predict a student's likelihood of success and ease in learning a foreign language. It is published by the Language Learning and Testing Foundation.

The Pimsleur Language Aptitude Battery (PLAB) was developed to predict student success in foreign language learning, or language learning aptitude, and for diagnosing language learning disabilities. It is published by the Language Learning and Testing Foundation.

<span class="mw-page-title-main">Electrician's Mate</span>

Electrician's Mate is a United States Navy and United States Coast Guard occupational rating. The Electrician's Mate's NOS is B210.

The Army General Classification Test (AGCT) has a long history that runs parallel with research and means for attempting the assessment of intelligence or other abilities.

<span class="mw-page-title-main">Vincent Memorial Catholic High School</span> Private, coeducational school in Calexico, , California, United States

Vincent Memorial Catholic High School is a private, Roman Catholic high school in Calexico, California. It is located in the Roman Catholic Diocese of San Diego The school serves approximately 300 students.

The Interagency Language Roundtable (ILR) is an unfunded organization comprising various agencies of the United States federal government with the purpose of coordinating and sharing information on foreign language activities at the federal level.

Project 100,000, also known as McNamara's 100,000, McNamara's Folly, McNamara's Morons, and McNamara's Misfits, was a controversial 1960s program by the United States Department of Defense (DoD) to recruit soldiers who would previously have been below military mental or medical standards. Project 100,000 was initiated by Defense Secretary Robert McNamara in October 1966 to meet the escalating workforce requirements of the U.S. government's involvement in the Vietnam War. According to Hamilton Gregory, author of the book McNamara's Folly: The Use of Low-IQ Troops in the Vietnam War, inductees of the project died at three times the rate of other Americans serving in Vietnam and following their service had lower incomes and higher rates of divorce than their non-veteran counterparts. The project was ended in December 1971.

<span class="mw-page-title-main">United States Army Special Forces selection and training</span> Army training program

The Special Forces Qualification Course (SFQC) or, informally, the Q Course is the initial formal training program for entry into the United States Army Special Forces. Phase I of the Q Course is Special Forces Assessment and Selection (SFAS). A candidate who is selected at the conclusion of SFAS will enable a candidate to continue to the next of the four phases. If a candidate successfully completes all phases they will graduate as a Special Forces qualified soldier and then, generally, be assigned to a 12-men Operational Detachment "A" (ODA), commonly known as an "A team." The length of the Q Course changes depending on the applicant's primary job field within Special Forces and their assigned foreign language capability but will usually last between 56 and 95 weeks.

A foreign area officer (FAO) is a commissioned officer from any of the six branches of the United States Armed Forces who is a regionally focused expert in political-military operations. Such officers possess a unique combination of strategic focus and regional expertise, with political, cultural, sociological, economic, and geographic awareness. Foreign language proficiency is necessary in at least one of the dominant languages in their specified region.

According to Paul Muchinsky in his textbook Psychology Applied to Work, "mechanical aptitude tests require a person to recognize which mechanical principle is suggested by a test item." The underlying concepts measured by these items include sounds and heat conduction, velocity, gravity, and force.

The following outline is provided as an overview of and topical guide to second-language acquisition:

The Policy Aptitude Test (PAT) is an offline written test held in India. This test scores a person on the bases of General Knowledge, Numerical Problem Solving, Policy Aptitude, Logical Reasoning, English Language and Policy Analysis Ability. The National Law School of India University, Bengaluru (NLSIU) started this exam and use the test for selecting students for its Public Policy Programme. The test is conducted every year.

References

  1. "DLAB Prep: Source to DLAB Practice Tests and DLAB Study Guides". Archived from the original on 2013-08-30. Retrieved 6 September 2013.
  2. "How is the DLAB Test Organized". The Dlab Prep. Retrieved 2016-04-25.
  3. Jennings, Michael. "List of DLAB Study Guides and Practice Tests". Archived from the original on 10 November 2013. Retrieved 15 September 2013.
  4. "Defense Language Aptitude Battery (DLAB) Testing". About.com Careers. Archived from the original on 2016-05-31. Retrieved 2016-04-25.
  5. "U.S. Air Force - Career Detail - Cryptologic Language Analyst".
  6. "U.S. Air Force - Career Detail - Airborne Cryptologic Language Analyst".
  7. "DLAP Prep's What Do I need to Pass the DLAB?" . Retrieved 14 August 2013.
  8. "Frequently Asked Questions". Headquarters Marine Corps. 2018-06-13. Retrieved 2022-09-16.
  9. "DLAB Test Score Range". The Dlab Prep. Archived from the original on 2016-04-25. Retrieved 2016-04-25.
  10. Defense Language Institute Foreign Language Center General Catalog
  11. "DLI's language guidelines". AUSA. 2010-08-01. Retrieved 2022-03-08.
  12. "DLI Languages (official page)".

Further reading