language

The section within the Common Application dedicated to documenting an applicant’s skill in languages other than English allows colleges to understand an applicant’s linguistic capabilities. For example, an applicant might self-report fluency in Spanish, supported by years of study and perhaps a qualifying score on a standardized language exam.

Accurately presenting linguistic abilities in this section is beneficial as it provides admissions committees with a more holistic view of the applicant. Demonstrating competence in another language can highlight intellectual curiosity, cultural awareness, and potential for success in a globalized academic environment. Historically, formal assessment of language skills via standardized tests (e.g., SAT Subject Tests in languages, AP language exams) was more prevalent; however, the current emphasis often relies on self-reporting and the context provided by coursework and extracurricular activities.

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The demonstration of linguistic skill on a college application provides admissions committees with insight into an applicant’s academic capabilities and potential for success in a diverse learning environment. These reported abilities, often self-assessed, offer a measure of competence beyond standardized test scores and grade point averages. Examples of demonstrated skills include fluency in languages other than the applicant’s native tongue or a high level of mastery in their primary language, as evidenced by advanced coursework or extracurricular activities.

The inclusion of this information on college applications allows institutions to evaluate an applicant’s readiness for academic rigor, intercultural communication, and potential contributions to campus life. It highlights a candidate’s commitment to intellectual curiosity, adaptability, and engagement with a globalized world. Historically, such indicators have been considered valuable markers of well-rounded individuals poised to thrive in higher education.

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