The 2017 NCSSFL-ACTFL Can-Do Statements, the result of collaboration between the National Council of State Supervisors for Languages (NCSSFL) and the ACTFL guide:
Language learners to identify and set learning goals and chart their progress towards language and intercultural proficiency;
Educators to write communication learning targets for curriculum, unit and lesson plans;
Stakeholders to clarify how well learners at different stages can communicate.

This is a video of two native Spanish speakers getting to know each other, using greetings, memorized phrases, and occasionally slightly higher-level speech. It is meant to be a way for Spanish learners to practice listening skills.

Oral Proficiency Workplace Poster providing guidance for those wanting information about AFCTL and ILR levels adn their language functions with corresponding professions and positions along with examples of who is likely to function at each level.

Language learning is complex. Many factors impact how well language learners will acquire communication skills and how quickly they will reach different ranges of performance. These factors include where one learns language, whether in an instructional setting or immersed in the language or culture; how one learns, whether through explicit instruction about the language or through authentic experiences using the language; when one learns, as the age and cognitive
development of language learners impact the speed of reaching each range of performance; and finally, why one is learning a language, whether motivated by extrinsic factors such as grades and requirements or intrinsic factors such as the language learner’s heritage or intended uses of the language.

Saturday Sancocho, written by Leyla Torres, illustrated by Mark Buehner. A little girl looks forward to making sancocho with her grandparents but discovers there is nothing in the house but eggs. Mama Ana has a way to make sancocho without eggs and the little girl finds out how.

Saturday Sancocho, written by Leyla Torres, illustrated by Mark Buehner. A little girl looks forward to making sancocho with her grandparents but discovers there is nothing in the house but eggs. Mama Ana has a way to make sancocho without eggs and the little girl finds out how.

Saturday Sancocho, written by Leyla Torres, illustrated by Mark Buehner. A little girl looks forward to making sancocho with her grandparents but discovers there is nothing in the house but eggs. Mama Ana has a way to make sancocho without eggs and the little girl finds out how.

Saturday Sancocho, written by Leyla Torres, illustrated by Mark Buehner. A little girl looks forward to making sancocho with her grandparents but discovers there is nothing in the house but eggs. Mama Ana has a way to make sancocho without eggs and the little girl finds out how.

Saturday Sancocho, written by Leyla Torres, illustrated by Mark Buehner. A little girl looks forward to making sancocho with her grandparents but discovers there is nothing in the house but eggs. Mama Ana has a way to make sancocho without eggs and the little girl finds out how.

Saturday Sancocho, written by Leyla Torres, illustrated by Mark Buehner. A little girl looks forward to making sancocho with her grandparents but discovers there is nothing in the house but eggs. Mama Ana has a way to make sancocho without eggs and the little girl finds out how.

Nearpod that encompasses Single form verb conjugations for a Spanish 1 Class. This includes a wide variety of verbs being conjugated in the "yo" (I), "tú" (you), and "él/ella" (he/she) forms. This Nearpod includes study/learning slides, interactive drawing and typing out, and other activities/games.

Spanish I is very different from other classes at MIT. The central component of the text and workbook is a series of 26 half-hour video episodes. The videos allow students to learn authentic Spanish and experience its cultural diversity while following a good story full of surprises and human emotions. Students also listen to an audio-only program integrated with the text and workbook.

This is a final project for a Spanish 3 face-to-face class. Students will learn about basic filmmaking skills and will use what they have learned about the preterite and imperfect tenses to tell a story in a short film, documentary or PSA.    Image used: Youth filmmaking class by Dougnamy1Creative Commons Attribution-Share Alike 3.0From Wikimedia Commons jpg

Students will learn about the Spanish-speaking countries and their capitals. They will also choose one of those countries and find pictures that represent some of the culture found there. They will use Adobe Express to either make a Webpage or video that shows the pictures that they have chosen to present to the class as well as cite the openly licensed images they found. Lesson plan image fomr BASHO and FRIENDS videohttps://www.youtube.com/watch?v=2ETVGEDEipk

Learn how to use World Book Online features to support Multi-Language Learners. We will look at our 3 foreign language resources, Enciclopedia Estudiantil Hallazgos, Banco de Contenidos aulaPlaneta, and L’Encyclopédie Découverte, as well as features within our core products such as read-aloud functions, translations, different reading levels, and more!

Students will create an iMovie representing the story of "La Cenicienta""Cinderella" by thecmn is marked with Public Domain Mark 1.0.

2nd Grade SEEd textbook for the 2020-2021 school year. This textbook was developed to align to the Utah Science with Engineering Education (SEEd) Standards. Written in Spanish. (Added: September 14, 2020)

The Utah Core Standards are aligned to
scientifically based content standards.
They drive high quality instruction
through statewide comprehensive
expectations for all students. The
standards outline essential knowledge,
concepts, and skills to be mastered at
each grade level or within a critical
content area. The standards provide a
foundation for ensuring learning within
the classroom.

The five “C” goal areas (Communication, Cultures, Connections, Comparisons, and Communities)
stress the application of learning a language beyond the instructional setting. The goal is to
prepare learners to apply the skills and understandings measured by the Standards, to bring a
global competence to their future careers and experiences.