For many language students, the true test of fluency isn’t found in a written exam but in the high-pressure environment of a live conversation. This spring, students taking Chinese and Spanish put their verbal skills to the test at the annual James J. Doyle Oral Proficiency Contest, bringing home one gold medal and two silver medals.
The competition format is notoriously challenging, involving a preliminary stage and a finalist round. Five students in each level engage in a preliminary round where they are handed a random image and told to speak until the timer runs out. The two highest ranking individuals then move to the final round, where students engage with a native speaker and are judged on a set of speaking criteria.
Fifth Former Adam Brown, who took the top spot in Chinese III, noted that the task extends beyond simply knowing words—it requires imagination.
“I saw a picture of a person sitting at a desk with papers strewn about . . . a bookshelf and a window,” Brown recalled. “How am I supposed to make up a story about that? I tried my best. I said, ‘Maybe she has a test tomorrow. Maybe she’s staying up late.’ I just say all that I can until the timer runs out.”
Third Former Cody Luong, who competed in Spanish I, agreed that the key to standing out was complexity. “My unique and somewhat complex sentences let me stand out from the crowd,” Luong said. “I remember the judge was visibly shocked when I said one of my long sentences describing a picture. I was proud of that.”
While all the language teachers played a massive role in coaching, Chinese Teacher Ms. Yi Lee was particularly integral to the students’ success. As the chaperone for the competitors, she provided outlines for describing scenery, feelings, and weather that contributed to Chinese II and III’s overall success. However, another component to success was preparation that happened at home. Both Cody Luong and Third Former Bryan Lentz turned to their siblings for help.
“You can do as many readings or dialogues as you want in the classroom, but if you don’t use those skills, you’ll forget them.”
Adam Brown ’27
“I was fortunate enough to have a brother who was also studying Spanish who offered to interview me,” Luong added, noting that while Spanish class was helpful, the competitive nature of the contest requires additional hours of study. Lentz noted that he “talked to [his] brother about what the questions might be like and what the interview process would be,” gaining valuable insight about the contest as a first-time competitor.
The participants faced unique challenges in the finals round. For example, Brown had to overcome the strong regional accent from a judge and a series of unexpected questions about the weather.
“I think what put me ahead of the other student in the finalist round was that I didn’t really pause that much or get confused,” he explained. “If I heard one keyword in their question, I would just say something about that. If you give an answer that’s not on point, they’ll call you out, just like it would work in the real world.”
Beyond the shiny medals, the participants walked away with a clearer understanding of their own speaking capabilities. Lentz noted that while the contest didn’t necessarily teach him new vocabulary, he received value in the experience of talking to native and fluent speakers. Luong used the experience as a benchmark, identifying areas where he could improve his pronunciation and speed.
For Brown, the contest represented the ultimate goal of learning a language: “You can do as many readings or dialogues as you want in the classroom, but if you don’t use those skills, you’ll forget them. Doing an oral proficiency contest helps you reinforce skills that will serve you for a lifetime.”
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