From their own web site, we see that. Lets look at the Can-Do Statements first. In 2003, language leaders in NCSSFL (National Council of State Supervisors for Languages) learned about European language practices and their Can-Do descriptors that are laid out in their European Language Portfolio. NCSSFL-ACTFL Can-Do Statements. Textbook Evaluation Instrument Based On The Actfl Standards (PDF Even the weakest students are able to see progress, and they are personalized- and they focus on what the students CAN do, rather than what they caNNOT do. They show how youll get there. The new model outlined what language learners could explicitly do with language at a specific proficiency level in authentic situations no matter where, when, or how the language was acquired. LinguaFolio Materials - NCSSFL I am so excited to talk with you today: Welcome to the show! You could purchase guide Textbook Evaluation Instrument Based On The Actfl Standards or get it as soon as feasible. This brings us to the proficiency benchmarks (download them here). PDF Actfl Wpt Sample Prompts - annualreport.psg.fr He made his own Can-Do Statements before they were even developed by ACTFL! The ACTFL Proficiency Guidelines can be downloaded in 13 different languages. ACTFL February Learning Series For members, they have a publication called The Language Educator, with fabulously researched articles and tips. ACTFL is proud to offer advertisers several different ways to market their products and services to this broad community of language educators. Liskin-Gasparro, Julie E. (2003). Its important that the Can-Do statements are recorded, and referred to, but teachers will use them in different ways. And so much of the way those words grab or put skin on the thoughts is culture and cultural. Can-Do Statements - NCSSFL Let's look at the Can-Do Statements first. Download Two-Page Summary of the World-Readiness Standards for Learning Languages. Can-Do statements are a starting point for self-assessment, goal-setting, and the creation of rubrics for performance-based grading. For members, they have a publication called, , with fabulously researched articles and tips. Activities that help young minds go global, April 16, 2018 by kidworldcitizen Leave a Comment. The Descriptors provide a framework upon which classroom assessment can be based (e.g. For example, before moving to Mexico, but own children were probably at an Intermediate High for speaking and listening in Spanish, but only a novice high in reading and writing. Students may be at different levels in each of the skills depending on their experience. At each level, the syllabus identifies Can-Do Statements to guide student learning and help set goals for what students should achieve by the end of a level. v33, n1, p13. He told me on his own that his goal by the end of the semester was going to be to understand all of the vocabulary related to soccer, and learn how to tell his teammates what to do and where to go on the field. NCSSFL- ACTFL Can-Do Benchmarks The NCSSFL-ACTFL Can-Do Statements are self-assessment checklists used by language learners to assess what they "can do" with language in the Interpersonal, Interpretive, and Presentational modes of communication. Try it now. NCSSFL-ACTFL Can-Do Statements | ACTFL - American Council on the in the link I will provide to ACTFLs web site). ACTFL is dedicated to the improvement and expansion of the teaching and learning of all languages at all levels of instruction. Can-Do Statements; World-Readiness Standards for Learning Languages; Guiding Principles; Assigning CEFR Ratings to ACTFL Assessments; About. The NCSSFL-ACTFL Can-Do Statements are published in the public domain and may be reproduced and disseminated in printed and electronic media for educational, not-for-profit . A teacher can use backward design, to identify the desired learning outcomes- the functions or goals that the students want to be able to do- and plan the appropriate learning experiences that will assist learners in achieving the desired outcomes. Its helpful to become familiar with the proficiency levels first, and then move onto the can-do benchmarks. Research also has shown that autonomy in education is considered one of the most important factors in successful language learning and the Can-Do Statements do that as they encourage independence and self-monitoring. actfl can-do statements - Free download as PDF File (.pdf), Text File (.txt) or read online for free. Board of Directors. Try it now. Passport: formal qualifications, certificates or diplomas, and achievements are recorded in this section, along with a summary of self-assessments that describe competency with different languages. Using ACTFL Standards and Can-Do Statements to Help Create Baselines Written language proficiency can be demonstrated through the 3 / 40. The Common European Framework of Reference for Languages (CEFR) also provides a range of information on can-do statements, viewable from this link. With the first version published in 1986, ACTFL has adapted and revised them in 1999, 2001, and 2012 (and you can see all of the different version. Now that we have established the priorities in your classroom as. Arabic. If you are curious about Modify and create a Can-Do Statements, here are the step-by-step guide you need to follow: Hit the "Get Form" Button on this page. Can-Do Statements - Actfl - Fill and Sign Printable Template Online The store will not work correctly in the case when cookies are disabled. Board of Directors. 3.) November 02, 2021. v6, n4, p483-490. As you have heard in other episodes, in the Language Latte podcast, I first examine research, either from a historical standpoint, or current trends, and then talk with leaders in language education, whether it be teachers, principals, support staff, tutors. ACTFL acknowledges a role for hybrid, online and distance learning instructional models aligned with state and national standards and facilitated by language educators. The vision of ACTFL is to meet the needs of all language professionals, through advocacy, outreach, research, and professional development programs. ACTFL Proficiency Guidelines- Speaking. Foreign Language Annals. Student's progress and performance along the 3 modes of communication are assessed using Can-Do Statements developed by ACTFL and the National Council of State Supervisors for Languages. The material on this site may not be reproduced, distributed, transmitted, cached or otherwise used, except as expressly permitted in writing by Kid World Citizen. ACTFL is an individual membership organization of more than 12,500 language educators, students, and administrators. Take advantage of early registration to save! It is a multiple choice, computer-adaptive assessment that can be delivered . Sign up for our new digital seminar. She has taught Spanish, French, and Science for over 29 years at all-boys independent preK-8 school. Actfl Can Do Teaching Resources | Teachers Pay Teachers The file includes posters in COLOR and in BLACK & WHITE. Register here. Can-Do Statements Preface The NCSSFL-ACTFL Can-Do Statements are self-assessment checklists used by language learners to assess what they "can do" with language in the Interpersonal, Interpretive, and Presentational modes of communication. Swender, Elvira. The development of technology is best driven by the needs of the language learner, supporting the kinds of interactions our students need to become college, career, life, and . French Can-Do Goal Sheets. LinguaFolio has three components:. 580 White Plains Road, Suite 660 , NCSSFL-ACTFL Can-Do Statements: An Effective Tool for Improving Language Learning within and outside the Classroom, EXCELLENT article and visual infographics on, World Language Classroom: What Does Language Look Like at the Various Proficiency Levels? Research has indicated that learners are more motivated when they are actively engaged in the learning process- through authentic texts and media, and when they receive meaningful feedback. Awareness of language acquisition. The ACTFL Performance Descriptors for Language Learners are designed to describe language performance that is the result of explicit instruction in an instructional setting. learned about European language practices and their Can-Do descriptors that are laid out in their European Language Portfolio. View the 2012 NCSSFL-ACTFL Can-Do Statements.. Outside her own world language department, Dr Gilbert she also works with the Global Language Project to provide language learning to students in underserved communities and professional development to world language teachers of Spanish, Chinese and Arabic. The levels represent ranges, and describe what a person can do and cannot do with the language at each level: they are simply an instrument used to evaluate the ability of functional language. Even the weakest students are able to see progress, and they are personalized- and they focus on what the students CAN do, rather than what they caNNOT do. You might have heard of ACTFL- like I mentioned in the intro, it is the American Council on the Teaching of Foreign Languages. To meet these goals, ACTFL offers several publications and PD opportunities. Building block course. Coauthorship | ACTFL In each week of the series, examples of how to create Can-Do Statements by proficiency level, based on common unit themes, will be shared. are recorded, and referred to, but teachers will use them in different ways. For each skill, these guidelines identify five major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and . The journal seeks to serve the professional interests of classroom instructors, researchers, and administrators across a range of contexts and is dedicated to the advancement of the teaching and learning of foreign languages, particularly languages other than English. Textbook Evaluation Instrument Based On The Actfl Standards .pdf student-friendly goal, performance indicators, building transparency to show what they can do. acquire the Textbook Evaluation Instrument Based On The Actfl Standards associate that we find the money for here and check out the link. It allows learners to chart their progress, and take responsibility for their learning.. but it also permits educators to document learner growth. Arabic Consensus Project. And even if you understand and can look up what a word means, you dont understand how its used unless you truly understand the culture. They are meant to provide accessible . Breiner-Sanders, Karen E. Lowe Jr., Pardee. (2015). The ACTFL scale provides a great deal of definition, especially at the lower . (and how can students move up? Teachers use the Can-Do statements as predictors of proficiency growth and as learning targets and sample activities for units and lessons. Whether you're a veteran or just newly transitioning to proficiency-based curriculum, these posters are a fantastic addition to your classroom and . Tarrytown, NY 10591. Assessment. Copyright ACTFL, All rights reserved. Can-Do Statements seamlessly link classroom activities with benchmarked objectives, state and national standards, and with broad proficiency outcomes for life-long learning. When we give kids an idea of whats coming next, they get so excited, and engaged, and curious about how they can get there. Commercial-Individual / Government-Individual Organizations. And thats the question we want them asking: How can I get there?. By using statements aligned to the proficiency scale, educators can more . ACTFL Proficiency Guidelines 2012 | ACTFL After this podcast, I encourage you to click on the link in the show notes and read through the document so you can see how valuable these are. The Can-Do statements are not meant to be exhaustive- teachers and students are free to create learning goals appropriate to their class and real needs. FL4K and ACTFL Standards at a Glance Function is key. ACTFL Performance Descriptors for Language Learners; ACTFL Proficiency Guidelines 2012. The ACTFL Proficiency Guidelines and the Oral Proficiency Interview: A Brief History and Analysis of their Survival. Foreign Language Annals. Teachers find them very useful for standards-based grading. Biography: information about a learner's language background, intercultural activities, and the NCSSFL-ACTFL Can-Do self-assessment statements are stored in . Home | ACTFL These modes of communication are defined in the National Standards for 21st Century Language . The Role of Technology in Language Learning | ACTFL Breiner-Sanders, Karen E. Lowe Jr., Pardee. The Common European Framework of Reference for Languages (CEFR) also provides a range of information on can-do statements, viewable from this link. ?- he totally achieved his goals and was so excited when he could tell his team to pass the ball or play up the defense. They put together the go-to. ACTFL describes what students can do with language by breaking it down unto 5 major levels of proficiency, that are then further broken down into 11 distinct levels: Theres novice low/mid/high, and then intermediate low/mid/high, advanced low/mid/high, and then superior and distinguished. PDF Ncssfl-actfl Can-do Statements Proficiency Benchmarks Miles, John. How do you cite Actfl standards? - omeo.afphila.com The World-Readiness Standards for Learning Languages define the central role of world languages in the learning career of every student. Offers Can-Do Statements with built-in recording features for students to provide evidence of what they can do as they progress on a continuum . NCSSFL-ACTFL Can-Do Statements: The NCSSFL-ACTFL Can-Do Statements are organized according to the modes of communication from the World-Readiness Standards for Language Learning. I like that the Can-Do descriptors are located under each specific proficiency level, because they really are intertwined and meant to be used in tandem. XJ2FVc'h8 XVk|3X&O.J6 2^]jbB8Em=Va?N5u}{tJ:%IDL|kS0x|c(^[ 7l1|U create community in your classroom, a place where students can belong and become confident language learners; and. Presentational Communication: Learners present . ACTFL describes what students can do with language by breaking it down unto 5 major levels of proficiency, that are then further broken down into 11 distinct levels: 3 Modes: Interpretive (for example listening to a conversation, video, podcast, magazine), Interpersonal (no script, making a decision, spontaneous, unrehearsed), Presentational Tasks (when students actually present the information in the target language, like introducing themselves or describing their school day. Students use the 2017 Communication Can-Do statements to self-assess their language proficiency and performance and to set goals for how to progress to the next level. We are looking at the mission of ACTFL and their role in supporting world language teachers. This product includes can-do statements based on the ACTFL Proficiency guidelines (novice-low through intermediate-high) for listening, reading, writing, and speaking. COVID-19 Response Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. In addition to helping the students, the Can-Do statements can serve as a guide for the teachers in developing curriculum, and creating learning tasks,: or for assessing language. Membership NCSSFL-ACTFL Can-Do Statements - WELCOME TO THE OFLA ONE-STOP - Weebly The Can-Do statements define learning targets in terms of functional language use. Ideas for use: Hang them up as a daily objective for each lesson!Post them around your room! The world continues to get smaller, and the ability to connect and communicate with people outside geographic boundaries is imperative. Scribd is the world's largest social reading and publishing site. NCSSFL-ACTFL Can-Do Statements for Use with LinguaFolio . ACTFL World Readiness Standards - Darien Public Schools However- and this is important- there are a couple of things that the can-do statements are NOT: They are not a check-list that you do once and boom, youre done, They are not to limit teachers on what to teach, They shouldnt be tied to grades or points, This brings us to the proficiency benchmarks, . And so therefore you cant truly understand what somebody thinks until you can understand the words that theyre using to describe their thinking. Look in episode 6 for the documents and links I mention today. PDF and Google Slides versions are included. Students are motivated when they can begin to collaborate with peers and native speakers, and as they see their own progress. The NCSSFL-ACTFL Can-Do self-assessment checklists used by language learners to assess what they "can do" with language in the Interpersonal, Interpretive, and Presentational modes of communication. This episode might seem US centric, because I am highlighting the work of a non-profit organization in the United States, however the resources Im going to share and talk about will be helpful to language teachers around the world. Skill-based, but different than other subjects. Like Nathan Lutz said in episode 4, even our youngest students can use the Can-Do statements to self-assess their communication proficiency level. Read More. Explore our new member benefit, a free online tool for peer-to-peer learning and networking. Copyright 2022 Language Testing International. In this episode we are looking at ACTFL, and the implementation and implications of their can-do statements and their proficiency guidelines. You can erase, text, sign or highlight of your choice. For the best experience on our site, be sure to turn on Javascript in your browser. ACTFL Can Do Statements should be a staple in your world language class. We are on episode 6, and today we are talking about ACTFL: American Council, on the Teaching of Foreign Languages. ACTFL Resources | New York State Education Department Expectations for Learning | Ohio Department of Education Road map. Join & Connect . What are their Can-Do statements and proficiency guidelines and how can teachers use them in their classes? National Council of State Supervisors for Languages). Actfl Can Do Statements For Spanish Teaching Resources | TPT So without sounding like a commercial, after looking at its history, lets dive into the innovative, high-quality tools ACTFL has written to meet the needs of language educators and students, and then well take a look at how teachers can utilize them in class. As a leading voice and source of professional support for language educators, ACTFL has a responsibility not only to ensure that all learners have access to language education, but also to convey the importance of language learning to the broader community. Can-Do Statements - actfl - SLIDELEGEND.COM If you go to kidworldcitizen.org, and click on podcasts, I have the show notes for each episode. ACTFL's critical resources for instructors and more are available for online purchase. While influenced by the 5 Cs, they are not standards; rather, they are benchmarks and curriculum guidelines, providing teachers a more definitive resource of what you should want students to do with the language, and what you can expect from them at their language . Welcome to Language Latte: a conversation about teaching world languages. PDF NCSSFL-ACTFL Can-Do Statements - Center for Applied Second Language Studies The United States must educate students who are linguistically and culturally equipped to communicate successfully in a pluralistic American society and abroad. Reading Time: 3 minutes. Learn how your comment data is processed. In this ACTFL Learning Series, teachers will be able to customize Can-Do Statements using the context of their unit theme and the Social Justice Standards. There are English versions (for ANY language) and Spanish . Speaking; Writing; Listening; Reading; . This imperative envisions a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical. Im happy to report they are all progressing quite nicely in their local school now! EXCELLENT article and visual infographics on World Language Classroom: What Does Language Look Like at the Various Proficiency Levels? The Can-do statements help language learners to identify and set goals, while documenting what they can do with their language. Paris-----Paris Granville granvillep@bsd405.org World Language Curriculum Lead----- Original Message . PDF NCSSFL-ACTFL Can-Do Statements - Middle Tennessee State University Read "A Decade of Foreign Language Standards: Impact, Influence, and Future Directions." This site uses Akismet to reduce spam. The new model outlined what language learners could explicitly. ACTFL's Can-Do Statements help learners identify what they need to do to function at a specific level of proficiency - these posters make these expectations clear and evident for students. For the best experience on our site, be sure to turn on Javascript in your browser. Treat yourself to a latte, settle in, and join our Language Latte facebook group to get in on the conversation! (and how can students move up? ", ACE Review Technical Reports Bibliography, Educator Resources on the Crisis in Ukraine, ACTFL Performance Descriptors for Language Learners, World-Readiness Standards for Learning Languages, Assigning CEFR Ratings to ACTFL Assessments, Demonstrating Educator Effectiveness and Documenting Student Growth Position Statement, Remote Assessment for World Language Teaching and Learning, Sponsor, Advertiser and Exhibitor Resources, Original 1996 National Standards Executive Summary. Original 1996 National Standards Executive Summary (PDF), 1001 N. Fairfax Street, Suite 200 | Alexandria, Virginia 22314. ACTFL Proficiency Guidelines and Can-Do Statements right site to start getting this info. (1999). The National Standards Collaborative Board is a collaborative effort of the American Association of Teachers of Arabic, American Association of Teachers of French, American Association of Teachers of German, American Association of Teachers of Italian, American Association of Teachers of Japanese, American Association of Teachers of Korean, American Association of Teachers of Modern Greek, American Association of Teachers of Spanish and Portuguese, American Classical League, American Council of Teachers of Russian, American Council on the Teaching of Foreign Languages, American Sign Language Teachers Association, Chinese Language Association of Secondary-Elementary Schools, Chinese Language Teachers Association, Modern Language Association, National Council of Less Commonly Taught Languages, and National Standards Task Force for Hindi.