used for high stakes purposes, test security is tight. As a result, in recent years some researchers have used the LLAMA Tests, which attempt to test the same abilities, but use item types quite different from those used on the MLAT. Modern Language Aptitude Test – Elementary In 1967, Carroll and Sapon authored the Modern Language Aptitude Test – Elementary (EMLAT; more recently, MLAT-E). This was an adaptation of the adult version of the MLAT intended for younger students (grades 3 through 6). The MLAT-E is broken down into four parts, three of which are modified versions of the MLAT's Part 3 - Hidden Words, Part 4 - Words in Sentences and Part 1 - Number Learning. It also includes a new section called Finding Rhymes, which tests the subject's ability to hear speech sounds. Carroll and Sapon suggest using the MLAT-E in ways similar to the MLAT. It can be used to select students who have the capability to excel in foreign language learning (and may be ready to start instruction earlier), provide a profile of strengths and weaknesses, place students with similar learning rates in the appropriate class, and start to build a history of language learning difficulty, which could be used in conjunction with other evidence to diagnose a foreign language learning disability. The MLAT-E has been used in several studies of language learning in children. These include Tellier & Roehr-Brackin (2013) and Roehr-Brackin & Tellier (2019). It is used in some private elementary schools in the United Kingdom, the US, and Canada. A UK version of the test has existed since 2008. It is used by some schools in the UK to test the language aptitude of students and applicants for admission. The MLAT-E has been adapted into Spanish (2005), Catalan (2010), Hungarian (2005) German (1967), Korean (2004), and Slovenian (2014), although only the Spanish version, the MLAT-ES, is commercially available. Issues of debate One issue taken with the MLAT is that it does not include any measure of motivation. Motivation can be a powerful factor; low motivation may cause poor performance in a language course or training program despite a high score on an aptitude test like the MLAT. Alternatively, a relatively low score on an aptitude test combined with high motivation to learn a language may result in average or even above average performance because of a student putting more time and effort into