ACTFL is dedicated to the improvement and expansion of the teaching and learning of all languages at all levels of instruction.
ACTFL has developed proficiency benchmarks and performance indicators for assessing students’ language proficiency, as opposed to their progress in a particular curriculum. The “can-do” statements indicate proficiency in many languages, including Hebrew, on three levels – novice, intermediate, and advanced, with each divided into three levels – low, mid, and high. Can-do statements have also been developed on two additional levels – superior and distinguished. These standards can be used to assess student proficiency when using any curriculum, and can be helpful in building school-based or individualized programs.
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, enable:
- 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.
The statements are organized according to the Interpretive, Interpersonal, and Presentational Modes of Communication as described in the World-Readiness Standards for Learning Languages:
- Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
- Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
- Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.
Use the following links to access Can-Do statements for various levels of proficiency:
Providing vision, leadership and support for quality teaching and learning of languages, ACTFL is an individual membership organization of more than 13,000 language educators and administrators from elementary through graduate education, as well as government and industry. Since its founding in 1967, ACTFL has become synonymous with innovation, quality, and reliability in meeting the changing needs of language educators and their learners. It is where the world’s educators, businesses, and government agencies go to advance the practice of language learning.