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Journal articles on the topic 'Language of standards'

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Published: 30 May 2022

Last updated: 31 May 2022

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1

Strevens, Peter. "Standards and the Standard Language." English Today 1, no. 2 (April 1985): 5–7. http://dx.doi.org/10.1017/s0266078400000055.

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Who speaks Standard English? Do all the people on our cover use it, only some of them, or only one of them? Are these even reasonable questions to ask in 1985? What is the standard language and what are language standards anyway, towards the end of the 20th century?

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2

Scaglione, Aldo, and John Earl Joseph. "Eloquence and power: The Rise of Language Standards and Standard Languages." Language 65, no. 1 (March 1989): 125. http://dx.doi.org/10.2307/414846.

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3

Maher, John Christopher. "Eloquence and power. The rise of language standards and standard languages." Language Sciences 12, no. 2-3 (January 1990): 277–83. http://dx.doi.org/10.1016/0388-0001(90)90017-b.

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4

Smith, Joan M. "Standard Generalized Markup Language and related standards." Computer Communications 12, no. 2 (April 1989): 80–84. http://dx.doi.org/10.1016/0140-3664(89)90061-3.

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5

Newcomb, S. R. "Standards-Standard Music Description Language complies with hypermedia standard." Computer 24, no. 7 (July 1991): 76–79. http://dx.doi.org/10.1109/2.84842.

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6

Kiliccote, Han, and James H. Garrett. "Standards Modeling Language." Journal of Computing in Civil Engineering 12, no. 3 (July 1998): 129–35. http://dx.doi.org/10.1061/(asce)0887-3801(1998)12:3(129).

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7

Moore, James W., David Emery, and Roy Rada. "Language-independent standards." Communications of the ACM 37, no. 12 (December 1994): 17–20. http://dx.doi.org/10.1145/198366.198369.

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Andreasson, Anne-Marie. "LANGUAGE AND STANDARDS." World Englishes 14, no. 2 (July 1995): 310–12. http://dx.doi.org/10.1111/j.1467-971x.1995.tb00361.x.

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9

Andrews, Stephen J. "Teacher language awareness and language standards." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 39–62. http://dx.doi.org/10.1075/japc.12.1.04and.

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As demand for proficient English speakers increases worldwide, there is growing concern about the standard of English achieved by students during their schooling. With English teachers (rightly or wrongly) receiving much of the blame for a perceived decline in language standards, policy-makers are increasingly interested in the language-related competencies of English teachers: both their language proficiency (or ‘communicative language ability’, CLA) and their ‘knowledge about language’ (or Teacher Language Awareness, TLA). As a result, the assessment of English teachers’ language-related competencies has become more widespread. In any attempt to measure those competencies, however, several important interrelated issues have to be confronted. Some relate to the precise nature of the knowledge/awareness that English teachers have of the language they teach, and the difficulties inherent in setting/measuring standards of Teacher Language Awareness. Others concern the language model(s) of which English teachers are expected to be aware, and about which teachers themselves feel they should be aware. The present paper examines some of these issues. It begins by exploring the nature of TLA, and some of the challenges in TLA measurement. It then considers questions relating to the varieties of English which form models for TLA, with particular reference to Hong Kong.

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10

Crawford, Lynn, Julien Pollack, and David England. "How Standard Are Standards: An Examination of Language Emphasis in Project Management Standards." Project Management Journal 38, no. 3 (September 2007): 6–21. http://dx.doi.org/10.1002/pmj.20002.

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In light of current work toward the development of global standards for project management, this paper analyzes differences between a selection of various countries’ existing project management standards. The analysis is conducted using computational corpus linguistics techniques, resulting in the identification of similarities and differences between the standards of five countries.

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11

Antonioli, Frank. "Language of the Standards." English Journal 85, no. 5 (September 1996): 9. http://dx.doi.org/10.2307/820699.

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Kiliccote, Han, and James H. Garrett. "Standards Usage Language (SUL)." Journal of Computing in Civil Engineering 15, no. 2 (April 2001): 118–28. http://dx.doi.org/10.1061/(asce)0887-3801(2001)15:2(118).

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13

Gallagher, Leonard. "Influencing database language standards." ACM SIGMOD Record 23, no. 1 (March 1994): 122–27. http://dx.doi.org/10.1145/181550.181568.

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14

Tsui, Amy B. M., and Stephen J. Andrews. "Setting standards and language variation." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 1–11. http://dx.doi.org/10.1075/japc.12.1.02tsu.

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In recent years, the setting of standards or benchmarks for teachers as well as for learners has been brought into education as one of the key mechanisms for accountability and quality assurance. Language standards setting is one of the top priorities for policy makers. This paper points out that while standards setting in education raises issues that are largely educational and philosophical, language standards setting is often culturally and politically charged. This is particularly so in English standards setting because of the long-standing association between English and colonialism and cultural and economic domination. The domination of English has not diminished in the post-colonial era. The paper outlines a number of complex issues generated by English standard setting, including whether native or non-native varieties of English will be used as the model for determining standards, whether the same standards should be used for first and second language learners, how one determines whether deviations from the standard English model are errors or variations, and the social and political implications for adopting the standard or the local varieties. A brief summary of how each paper in this Special Issue addresses these issues is provided.

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15

Lee, Okhee. "English Language Proficiency Standards Aligned With Content Standards." Educational Researcher 47, no. 5 (March 19, 2018): 317–27. http://dx.doi.org/10.3102/0013189x18763775.

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As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science. It starts with a brief description of federal legislation for alignment between ELP standards and content standards along with challenges of ensuring alignment. Then, it highlights how current efforts to ensure alignment center on the language used to engage in disciplinary practices of content standards. Next, taking a perspective on ELP standards from the vantage point of content areas, the article presents a critique of ELP standards developed by the two major consortia of states, WIDA and English Language Proficiency Assessment for the 21st Century (ELPA21). Specifically, the critique focuses on how each consortium addresses two aspects of alignment: (a) disciplinary practices across content areas and (b) cognitive expectations across proficiency levels. Both consortia fall short in accurately reflecting disciplinary practices and maintaining consistent cognitive expectations. Lessons learned from this critique offer recommendations for the field to move forward in ensuring English learners capitalize on the opportunities and meet the demands for both content and language learning presented by content standards. As the challenges in ELP standards development lie squarely at the intersection of content and language learning, the article ends with a call to action for closer collaboration between language and content educators.

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16

Pretorius, Rigardt, and Henk Louw. "Benchmarking a Setswana language learning course against international standards." Journal for Language Teaching 54, no. 1 (March 4, 2021): 253–83. http://dx.doi.org/10.4314/jlt.v54i1.8.

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This paper argues that it is necessary for the intellectualisation of African languages to establish a way of benchmarking language learning courses against international theory and best practice. This benchmarking exercise also forms part of the reiterative interaction between course design and course evaluation. We discuss basic language learning within the BICS/CALP distinction and the Common European Framework of Reference for Language (CEFRL). We argue that both BICS/CALP and CEFRL are too broad for a Language for Specific Purposes (LSP) course, but that a basic learning course is necessary as the foundation for an LSP course in the target language. We illustrate that the CEFRL level descriptors and the BICS/CALP distinction can be used to benchmark a well-functioning, basic language learning course in Setswana against international standards, but that certain language specific differences between European and African languages need to be taken into account. For this, an adapted framework is presented, based on theCEFRL level descriptors. The article cannot yet indicate if such benchmarking can be extended to an LSP course in general or to an LSP course for African Languages still in need of LSP development. Keywords: Setswana; language learning; benchmarking; Language for Specific Purposes; beginner language; Common European Frame of Reference; BICS; CALP; Course design; course evaluation.

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17

Mitchell, Rosamond. "Prescribed language standards and foreign language classroom practice." Australian Review of Applied Linguistics 23, no. 2 (January 1, 2000): 21–34. http://dx.doi.org/10.1075/aral.23.2.02mit.

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18

Gill, Saran Kaur. "Language policy and English language standards in Malaysia." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 95–115. http://dx.doi.org/10.1075/japc.12.1.07gil.

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Svalberg, Agneta M.-L. "Language standards and language variation in Brunei Darussalam." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 117–41. http://dx.doi.org/10.1075/japc.12.1.08sva.

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An assumption of this paper is that non-standard use of language will be accompanied by non-standard features of understanding. An attempt is made to access the meaning perceptions of learners at different levels of proficiency. The paper reports on what English learners in Brunei think English modal verb forms mean. It focuses specifically on would and discusses its use in Standard British English and in Brunei English. Bruneian perceptions of the meaning of this modal are compared with its use. It is claimed that the non-standard use of would for non-assertiveness in Brunei English can partly be explained by users overfocusing on its non-factivity meaning. The issues of what the target variety may be and the appropriacy of non-standard features in this sociocultural and linguistic context are briefly discussed.

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20

Meek, B. "Language standards committees and revisions." ACM SIGPLAN Notices 23, no. 12 (December 1988): 134–42. http://dx.doi.org/10.1145/57669.57683.

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21

Rada, Roy. "Standards: the language for success." Communications of the ACM 36, no. 12 (December 1993): 17–18. http://dx.doi.org/10.1145/163298.163351.

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22

Law, Anthony D. "Language standards and program presentation." Computers & Geosciences 13, no. 1 (January 1987): 93–94. http://dx.doi.org/10.1016/0098-3004(87)90027-6.

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23

Meyerhoff, Miriam, Maya Ravindranath Abtahian, Roey J. Gafter, Uri Horesh, Jonathan R. Kasstan, Peter Keegan, and Jeanette King. "Styles, standards and meaning." Language Ecology 4, no. 1 (December 31, 2020): 1–16. http://dx.doi.org/10.1075/le.00006.mey.

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Abstract Style, in the study of variation and change, is intimately linked with broader questions about linguistic innovation and change, standards, social norms, and individual speakers’ stances. This article examines style when applied to lesser-studied languages. Style is both (i) the product of speakers’ choices among variants, and (ii) something reflexively produced through the association of variants and the social position of the users of those variants. In the context of the languages considered here, we ask “What questions do we have about variation in this language and what notion(s) of style will answer them?” We highlight methodological, conceptual and analytical challenges for the notion of style as it is usually operationalised in variationist sociolinguistics. We demonstrate that style is a useful research heuristic which – when marshalled alongside locally-oriented accounts of, or proxies for “standard” and “prestige”, in apparent time – allows us to describe language and explore change. It is also a means for exploring social meaning, which speakers may have more or less conscious control over.

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24

Davidson, Keith. "Double standards." English Today 10, no. 2 (April 1994): 3–13. http://dx.doi.org/10.1017/s0266078400007422.

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25

Bodric, Radmila. "Aligning English grammar testing with European language standards." Zbornik Instituta za pedagoska istrazivanja 47, no. 1 (2015): 129–52. http://dx.doi.org/10.2298/zipi1501129b.

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In recent years, foreign language testing has gained in significance with the advent of The Common European Framework of Reference for Languages (2001) (CEFR), a European language document which set comparable standards for learning, teaching and assessing foreign languages. The CEFR was used to set the research aim of this paper - testing grammar at level B2. The main aim of the research was to determine grammatical competence at level B2 and additional aims included: (a) determining which particular areas of grammar need to be learned by students at level B2, (b) formulating grammatical descriptors for each individual area of grammar, (c) determining the test?s threshold level which would fulfil the criteria for grammatical competence at level B2, and (d) determining the extent to which students have mastered the given areas. The pre-testing was followed by the main testing on the sample of 164 students in two secondary schools. The results indicated that the quantity and quality of grammatical competence was lower than expected: 47% of the population failed to fulfil the basic level of grammatical competence. The causes may be attributed to the factors of a subjective and objective nature. Level B2 is demanding qualitatively as well as quantitatively, regarding both the formal and the functional complexity and scope of language use, which requires intensive language production, high levels of motivation and sound working habits in order to master the given grammatical structures.

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26

Ladegaard, Hans J. "Popular Perceptions of Standard Language: Attitudes to 'Regional Standards' in Denmark." Language Awareness 10, no. 1 (June 2001): 25–40. http://dx.doi.org/10.1080/09658410108667023.

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27

Haskill, Allison M. "Incorporating State Standards in Language Intervention." Perspectives on School-Based Issues 5, no. 2 (June 2004): 3–7. http://dx.doi.org/10.1044/sbi5.2.3.

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Bogush, Alla M., Tetiana M. Korolova, and Oleksandra V. Popova. "Foreign Language Education Standards: Ukrainian Dimension." Universal Journal of Educational Research 8, no. 4 (April 2020): 1261–72. http://dx.doi.org/10.13189/ujer.2020.080417.

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Sparks, Madeleine R., and Julian R. Gallop. "Language Bindings for Computer Graphics Standards." IEEE Computer Graphics and Applications 6, no. 8 (August 1986): 58–65. http://dx.doi.org/10.1109/mcg.1986.276771.

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Pronk, C., and M. Schönhacker. "Formal definition of programming language standards." ACM SIGPLAN Notices 38, no. 8 (August 2003): 20–21. http://dx.doi.org/10.1145/944579.944585.

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31

Winn, Kathleen M., Kyong Mi Choi, and Brian Hand. "Cognitive Language and Content Standards: Language Inventory of the Common Core State Standards in Mathematics and the Next Generation Science Standards." International Journal of Education in Mathematics, Science and Technology 4, no. 4 (June 3, 2016): 319. http://dx.doi.org/10.18404/ijemst.26330.

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32

Chamberlain, Jeffrey T. "Review of Joseph & Milroy (1987): Eloquence and Power: The Rise of Language Standards and Standard Languages." Language Problems and Language Planning 14, no. 1 (January 1, 1990): 70–72. http://dx.doi.org/10.1075/lplp.14.1.10cha.

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33

Phillips, June K. "Foreign language standards and the contexts of communication." Language Teaching 41, no. 1 (January 2008): 93–102. http://dx.doi.org/10.1017/s0261444807004752.

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Once upon a time, there were four skills. But what did it mean to be a listener? A speaker? A reader? A writer? Skills in a vacuum are useful neither for describing how well one uses language nor for how to teach it effectively. As the Standards were developed, the task force made an effort to look at related disciplines and to investigate how their methods might inform the teaching of second languages. As the discipline of communication was studied, the role of context became evident. For example, the speaker as rhetorician was quite distinct from the speaker in interpersonal or small group communication. The rules that governed those behaviors and the way students were taught to speak in these two situations differed considerably. What are the ramifications for how we look at communication in foreign languages? The answer is ‘The Framework of Communicative Modes’.

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Rickert, Neil W. "The role of the language standards committee." ACM SIGPLAN Notices 23, no. 4 (April 1988): 51–55. http://dx.doi.org/10.1145/44326.44331.

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Thomure, Hanada T., and Richard B. Speaker. "Arabic Language Arts Standards: Revolution or Disruption?" Research in Comparative and International Education 13, no. 4 (October 19, 2018): 551–69. http://dx.doi.org/10.1177/1745499918807032.

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Textbooks are major organizers of Arabic language instruction in most Arab countries (Faour, 2012). Textbooks approved by ministries of education have traditionally guided teaching of content knowledge, skills, and values to be taught at each grade level (Faour, 2012; Sabella, 2014; Taha-Thomure, 2008). This research is a foundation study into the use of Arabic Language Arts (ALA) standards in six schools in three countries in the Arabian Gulf region (Bahrain, Saudi Arabia, and United Arab Emirates). Fifty-eight teachers used the ALA standards adapted from the Ohio English Language Arts standards (Taha, 2017a) for at least one year. Results of the online survey indicated that 83.5% of teachers found the standards had a positive effect on their teaching, while 94.9% of teachers found that the standards helped them collaborate with each other in planning and finding suitable resources to use. This suggests that well-supported innovations can lead to teachers being aware of and using ALA to improve student learning and instruction. Results also highlight some of the challenges teachers faced to find the necessary Arab language resources that will help them implement a standards-based approach, in addition to the amount of time they needed to put into preparing for the lessons.

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36

Sparks, Madeleine R., and Julian R. Gallop. "Computer graphics language bindings: Programmer interface standards." Computer-Aided Design 19, no. 8 (October 1987): 418–24. http://dx.doi.org/10.1016/s0010-4485(87)80004-0.

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37

Wilson, John P., and Toni Ibarz. "National Language Standards: a decade of development." Language Learning Journal 22, no. 1 (December 2000): 38–44. http://dx.doi.org/10.1080/09571730085200231.

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Berry, Vivien, and Arthur McNeill. "Raising English Language Standards in Hong Kong." Language Policy 4, no. 4 (November 2005): 371–94. http://dx.doi.org/10.1007/s10993-005-2887-z.

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39

de Jong, John H. A. L. "The need for standards in language education." System 23, no. 4 (November 1995): 441–44. http://dx.doi.org/10.1016/0346-251x(95)00031-e.

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Terry, Michael. "Unix standards and the Native Language System." Microprocessors and Microsystems 11, no. 9 (November 1987): 499–503. http://dx.doi.org/10.1016/0141-9331(87)90013-5.

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Bailey, Alison L., Frances A. Butler, and Edynn Sato. "Standards-to-Standards Linkage Under Title III: Exploring Common Language Demands in ELD and Science Standards." Applied Measurement in Education 20, no. 1 (January 2007): 53–78. http://dx.doi.org/10.1080/08957340709336730.

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Awedyk, Witosław. "Subtitling Standards in Norway." Folia Scandinavica Posnaniensia 15, no. 1 (December 1, 2013): 4–14. http://dx.doi.org/10.2478/fsp-2013-0001.

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ABSTRACT The main objective of this paper is to present the specificity of the work of a Norwegian subtitler in view of the unique language situation in Norway. In addition to the challenges an audiovisual translator needs to face, a general description of the Norwegian language policy will be presented here.

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Allwood, Jens, Peter Juel Henrichsen, Leif Grönqvist, Elisabeth Ahlsén, and Magnus Gunnarsson. "Transliteration between spoken language corpora." Nordic Journal of Linguistics 28, no. 1 (June 2005): 5–36. http://dx.doi.org/10.1017/s0332586505001307.

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Comparison of languages and linguistic data is essential if progress in our understanding of the nature of spoken languages is to be made. We understand phenomena better through comparison and contrast. This paper discusses problems that arise in trying to transfer a spoken language corpus transcribed and formatted according to one standard into the standard and format of another corpus. The problems that arise are related both to the differences that exist between the standards of the corpora and to human errors leading to lack of reliability in creating the transcriptions. Although the discussion is based on transfer and transliteration between two specific corpora (the Danish BySoc, BySociolingvistisk Korpus, and the Swedish GSLC, Göteborg Spoken Language Corpus), we believe that the discussion in the article documents and highlights problems of a general kind which have to be faced whenever spoken language corpora of different formats are to be compared.

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M. A. Abdallah, Mohammad, and Mustafa M. Alrifaee. "Towards a new framework of program quality measurement based on programming language standards." International Journal of Engineering & Technology 7, no. 2.3 (March 8, 2018): 1. http://dx.doi.org/10.14419/ijet.v7i2.3.9955.

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All languages, natural and programming, have rules and styles in how to write. These rules and styles mainly aim to make sure that anyone, who understand a language, can understand what the sentence say. In other words, the aim of rules and styles in a language is to deliver an information to reader, and the reader must get the right information. The literature review shows a lack of studies focusing on the code writing standards measurement processes. In this paper, we proposed a framework that can be applied on any programming language, using any standard of that language.

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Sauro, Herbert M., and Frank T. Bergmann. "Standards and ontologies in computational systems biology." Essays in Biochemistry 45 (September 30, 2008): 211–22. http://dx.doi.org/10.1042/bse0450211.

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With the growing importance of computational models in systems biology there has been much interest in recent years to develop standard model interchange languages that permit biologists to easily exchange models between different software tools. In the present chapter two chief model exchange standards, SBML (Systems Biology Markup Language) and CellML are described. In addition, other related features including visual layout initiatives, ontologies and best practices for model annotation are discussed. Software tools such as developer libraries and basic editing tools are also introduced, together with a discussion on the future of modelling languages and visualization tools in systems biology.

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Holmes, Janet. "Setting New Standards." English World-Wide 18, no. 1 (January 1, 1997): 107–42. http://dx.doi.org/10.1075/eww.18.1.06hol.

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Social dialect data demonstrates that women tend to lead linguistic change in New Zealand English over a range of linguistic variables. This paper describes some current sound changes in New Zealand English, discusses their potential sources, and suggests possible mechanisms by which they percolate through the system. Women's role in language change is a controversial area. The final section examines a range of explanations which have been proposed to account for the patterns identified by researchers and assesses their relevance to the New Zealand data.

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Rafikova, Fotima Abduvosiyevna. "Effective Usage Of Game Activities, Dialogues And Role-Plays In Communicative Language Teaching." American Journal of Interdisciplinary Innovations and Research 03, no. 02 (February 28, 2021): 72–79. http://dx.doi.org/10.37547/tajiir/volume03issue02-14.

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At present, the English language is being taught by adapting world standards of Common European Framework Reference (CEFR) for teaching foreign languages to our national educational system. According to the Uzbek national standard the knowledge of the foreign language competence from the first to fourth grade is defined as A 1- for the beginner level. This article will disclose the formation and development of primary school learners’ foreign language skills through communicative competence.

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Coniam, David, and Peter Falvey. "Selecting models and setting standards for teachers of English in Hong Kong." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 13–37. http://dx.doi.org/10.1075/japc.12.1.03con.

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The perception of falling standards in education, and in second language teaching in particular, has been a constant refrain for the past 20 years as changing needs and practices affect economic processes and manpower requirements. Within this context, this article deals with the establishment of language standards (‘benchmarks’) for teachers of English in Hong Kong. The article deals with two separate but linked notions: first, the notion of which model of the English language should be used as the standard model for English language teacher benchmark assessment in Hong Kong; second, the level of language ability that will be decided upon in order to establish the proficiency standards expected of teachers of English. The article first describes the background to the setting of language standards for teachers of English in Hong Kong. It then examines the selection of and justification for the model of English selected as the ‘minimum standard’. The following section considers the level of language ability agreed upon as the standard that teachers of English need to attain. The article concludes with an examination of the extent to which the standards that have been agreed upon match the needs of the major stakeholders in the standard-setting process.

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Hidayah, Fathi Hidayah. "ACTFL معيار جودة تعليم اللغة العربية في المدرسة الثانوية في أندونيسيا على أسس معيار." Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 2, no. 2 (July 26, 2019): 127. http://dx.doi.org/10.35931/am.v2i2.121.

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Quality is a business oriented to customer or user satisfaction. In the world of learning, quality is closely related to the outcome achieved after the learning process. Similarly with Arabic Learning. In Indonesia, Arabic is taught from the level of Madrasah Ibtidaiyyah to Higher Education especially those under the auspices of the Ministry of Religious Affairs. As a non-Arabic speaking country, Indonesia has a high learning Arabic interest. This expectation is then used as a standard in the acquisition of learning Arabic. Therefore, the curriculum, as a standard of learning process must be adjusted to foreign language learning standards, one of which is made by ACTFL. The ACTFL (American Councils on the Teaching of Foreign Language) is a national association for professional language education from all levels of teaching and represents all languages including Arabic. In detail, ACTFL provides an explanation of Arabic skills and samples that are intended to assist Arabic teachers, students and assessment specialists according to predetermined standards that include four skills in Arabic (istima ', kalam, qira'ah, and kitabah ).This study aims to obtain an analysis of standard Arabic language learning in madrasah in Indonesia based on ACTFL standards. Content analysis in the form of Madrasah Tsanawiyah curriculum document and ACTFL 2012 Proficiency Guidance document. The results of this study indicate that the standard of learning Arabic in Islamic schools in Indonesia is at the level of novice law hing novice mid for the fourth maharah. This indicates that the standard of learning Arabic in Indonesia is in accordance with the standards applicable at the international level, so that basically been able to meet the expectations of its users. Keywords: Quality, Arabic Curriculum at Madrasa Tsanawiya, ACTFL Standards

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Soares, Andrey, Robert A. Jenders, Robert Harrison, and Lisa M. Schilling. "A Comparison of Arden Syntax and Clinical Quality Language as Knowledge Representation Formalisms for Clinical Decision Support." Applied Clinical Informatics 12, no. 03 (May 2021): 495–506. http://dx.doi.org/10.1055/s-0041-1731001.

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Abstract:

Abstract Objectives This article presents a comparative study of two Health Level Seven International (HL7) standards for clinical knowledge representation, the Arden Syntax and the Clinical Quality Language (CQL), regarding their expressiveness and utility to represent knowledge for clinical decision support (CDS) systems. Methods We compiled a concatenated set of features from both languages and made descriptive comparisons of 27 categories covering areas of language characteristics, data, control statements, and operators. Results Both Arden and CQL have similar constructs that can be used for representing CDS knowledge but also have unique constructs that could support distinct use cases. They have constructs that fully or partially address several of the categories used in the comparison, except for data models and terminologies in Arden and event triggering and iteration statements in CQL. Conclusion These standards can facilitate the sharing, management, and reuse of computable knowledge, and permit knowledge to be represented with their languages and converted to a machine-friendly executable code that can be shared and reused by other systems. Having support for standard data models and terminologies will continue to be a differential for adoption of a language. The HL7 working groups responsible for developing these standards can direct future development to enhance the functions of the standard and address the gaps identified in this study.

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