Defense Language Aptitude Battery

(Redirected from DLI levels) Test used by the US DoD for language-learning potential

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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. 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.

Preparation for the DLAB includes a number of study guides and practice tests. 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. 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. 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 was also used for the Australian Defence Force from 1998 to 2013.

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.

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

Category I language: 95 or higher (Dutch, French, Italian, Norwegian, Portuguese, Spanish)
Category II language: 100 or higher (German, Indonesian, Malay, Romanian)
Category III language: 105 or higher (Hebrew, Hindi, Kurdish , Persian , Punjabi, Russian, Serbo-Croatian, Tagalog, Thai, Turkish, Urdu, Uzbek)
Category IV language: 110 or higher (Arabic , Chinese , Japanese, Korean, Pashto)

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.

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. By 2022, Cat I and II had 36 weeks of courses, Cat III had 48 weeks, and Cat IV had 64 weeks.

References

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

Defense Language Institute Foreign Language Center General Catalog (PDF), 17 August 2011, archived from the original (PDF) on 2013-10-21, retrieved 2014-02-18.
http://dlabprep.com/how-is-the-dlab-test-organized/ Retrieved 24 April 2016.
http://usmilitary.about.com/cs/joiningup/a/dlab.htm Archived 2016-05-31 at the Wayback Machine Retrieved 24 April 2016.

v t e Second-language acquisition
General	Outline Common misconceptions
Subfields	Attrition Classroom research Education Phonology Writing
Learners	Multilingualism Heritage language Multi-competence
Learner language	Contrastive analysis Contrastive rhetoric Error (linguistics) Error analysis Error treatment Interlanguage Silent period
Linguistic factors	Language transfer Linguistic universal Word lists by frequency
Individual variation	Language-learning aptitude Critical period hypothesis Motivation Willingness to communicate Foreign language anxiety Metalinguistic awareness
Strategies	Language learning strategies Communication strategies Code-switching Good language learner studies
SLA hypotheses	Competition model Comprehensible output Connectionism Dynamic Systems Theory Generative second-language acquisition Input hypothesis Interaction hypothesis Interface hypothesis Interface position Noticing hypothesis Processability theory Order of acquisition Skill-based theories
In the classroom	Focus on form Input enhancement
Aptitude tests	MLAT DLAB PLAB CANAL-F
Notable researchers	Alderson Argüelles Bialystok Carroll Crossley Csizér Cumming de Bot Brown Bygate Corder van Dijk Dörnyei Ellis Ellis Ervin-Tripp Flynn Gass van Geert Green Grosjean Guardado Harding Jarvis Johnson Kormos Krashen Kroll Larsen-Freeman Li Long Lowie Mackey MacWhinney Manchón Marian Matsuda Matthews Meisel Myers-Scotton Nation Ortega Pica Polio Pimsleur Rivers Schmidt Schmitt Silva-Corvalan Slobin Storch Swain Terrell Ullman Vaid VanPatten Verspoor White Wray Yip
Associations	European Association for the Teaching of Academic Writing EUROSLA
Computational tools	Coh-Metrix L2 Syntactic Complexity Analyzer
Journals	Applied Linguistics Bilingualism: Language and Cognition Language Learning Language Testing Journal of Second Language Writing System TESOL Journal TESOL Quarterly The Modern Language Journal

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