ABSTRACT  This paper focuses on a major pressing problem in the field of African language teaching, that of developing common standards and procedures for language proficiency assessment, given Africa's more than 1500 distinct languages. The authors report the results of a workshop to examine the application of ACTFL proficiency testing to African languages, specifically to address the possibility of an alternative proficiency testing procedure for those languages for which certified testers may never be available. The potential and problems of a team assessment approach are discussed.