Educator Resources
ACTFL strives to ensure that world language educators at all levels have the tools they need to succeed

ACTFL Performance Descriptors for Language Learners
A roadmap for what learners should be able to do as they learn a language

Interpersonal Mode - "ACTFL Performance Descriptors for Language Learners
A roadmap for what learners should be able to do as they learn a language"

Interpretive Mode - "ACTFL Performance Descriptors for Language Learners. A roadmap for what learners should be able to do as they learn a language".

Presentational Mode - "ACTFL Performance Descriptors for Language Learners
A roadmap for what learners should be able to do as they learn a language"

The ACTFL Proficiency Guidelines 2012 are a description of what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context.

The ACTFL Proficiency Guidelines are descriptions of what individuals can do with language in terms
of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed
context. For each skill, these guidelines identify five major levels of proficiency: Distinguished, Superior,
Advanced, Intermediate, and Novice. The major levels Advanced, Intermediate, and Novice are subdivided
into High, Mid, and Low sublevels. The levels of the ACTFL Guidelines describe the continuum of
proficiency from that of the highly articulate, well-educated language user to a level of little or no
functional ability.

ACTFL’s publications elevate understanding and support for the value of language learning at all levels of instruction.

This is the lesson plan for 4th grade Chinese DLI - Culture emmersion. All the contents are designed by my own teaching experience. The students need to be intermediate to advanced low level to learn with this lesson plan.

This is a lesson plan to teach the timeline of Ancient China for 6th-grade social studies. 

In this episode of UEN's PDTV, we travel to Middle Canyon Elementary in Tooele to meet Abish Jimenez, a 3rd-grade Spanish teacher who is transforming Chromebooks in her classroom into tools for collaboration, creativity, communication, and critical thinking. Watch to see how her students thrive in a technology-driven learning environment.

These Guiding Principles for Language Learning identify what is effective in language learning and guide educators and learners. They are presented to lead and shape the discussion on effective instructional practices, useful to learners, educators, parents, administrators, governing bodies and boards, legislators, and the community at large.

Inverted Pyramid Representing ACTFL Rating Scale with Major Ranges and Sublevels including Distinguished

Inverted Pyramid Representing ACTFL Rating Scale with Major Ranges and Sublevels including Distinguished

This lesson plan is applied to the very first lesson of the Mandarin Matrix textbook of the sixth grade DLI Chinese course. This lesson plan can give you some ideas for teachers teaching this course in their first year.

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.

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.

This lesson is an introduction of four seasons to first Grade Chinese DLI students. Students will talk about their favoarite season with their limited language after learning this lesson.

It can be challenging to find examples of using Nearpod in subject areas outside of the core.  In this session, DLI teacher, Marty Chen, and Music teacher, Katie Ross, will show us how they’re using Nearpod in their specialty classrooms to engage and assess students!