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.
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
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.
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!
1st 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 Chinese. (Added: September 14, 2020)
1st 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 French. (Added: September 14, 2020)
1st 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 Portuguese. (Added: September 14, 2020)
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 Chinese. (Added: September 14, 2020)
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 German. (Added: September 14, 2020)