Though considerable professional discussion has focused on the integration of K–16 curricula, the level of oral proficiency with which students enter college and how that the entry level relates to college programs remains untested. The entry landscape is varied, complexified by the diverse curricula that students experience, in particular within Advanced Placement (AP) programs. The present study probes the oral proficiency levels of 2071 Spanish learners and 712 French learners. The data indicate a significant difference between the oral proficiency levels of students entering college with and without an AP score, but suggest that the difference is only one sublevel higher on the American Council on the Teaching of Foreign Languages' oral proficiency scale, from intermediate mid to intermediate high on average. The paper discusses the implications of these levels, questioning whether they meet the values of the profession, whether students with these levels are prepared for study in literature programs, and whether an investment in AP programs is prudent.

中文翻译：

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有和没有Advanced Placement分数的大学一年级学生的口语水平

尽管大量的专业讨论集中在 K-16 课程的整合上，但学生进入大学的口语水平以及入学水平与大学课程的关系仍未得到检验。入学环境各不相同，学生体验的课程多样化，特别是在大学预修课程 (AP) 中。本研究调查了 2071 名西班牙语学习者和 712 名法语学习者的口语水平。数据表明，有和没有 AP 分数进入大学的学生的口语水平存在显着差异，但表明该差异仅比美国外语教学委员会的口语水平高一个子级，从中级到平均为中高。