Training might also be carried out in a language that is structurally similar to the target language, e.g. training through Russian in order to test in another Slavic language. Thus, the trained tester guides the informant through the interview, and the two make a joint decision as to the final rating. It is also possible that semi-direct tests of oral proficiency will be developed and validated against the oral interview for those much less commonly taught languages for which developing a cadre of trained testers may not be possible in the near future. The language training programs funded by the U.S. Department of Education are now required to provide sufficient evidence that they are making changes to include competency-based teaching and appropriate testing in their individual institutions. Programs are already beginning to institute different approaches to the development of language teaching materials and curricula.
Proficiency is a major topic of concern at summer institutes.
The African language teaching community has developed a set of common goals and priorities, as well as possible avenues of coordination between centers. There will be intense competition for the limited training resources currently available as universities seek to come into compliance with these legislative changes. The U.S. Department of Education, academia, and the major professional foreign language associations will need to cooperate in setting realistic priorities and in developing the necessary guidelines. The most pressing question is one of deciding which languages or language groups are more important and should have guidelines developed first. At the secondary school level, schools are beginning to teach languages other than Spanish, French, and German.