12: ACTFL Proficiency Levels

In this episode I walk through the ACTFL Proficiency Levels and Performance Descriptors.

What are they?

The ACTFL Performance Descriptors (Can Do’s) for Language Learners…

Describe language performance that is the result of instruction in a classroom setting
Reflect how language learners perform in various learning environments.

How are they used in teaching and learning?

Help teachers create performance tasks targeted to the performance range, while also challenging learners to use strategies from the next next level up (Krashen, i+1).
Teachers can set realistic expectations at the summative assessment level.
Describe a pathway for learners to keep track of progress, identify areas that need more attention, and have a clear understanding of how to move to the next level.

How are they designed?

The ACTFL Performance Descriptors:

“Describe the language performance of language learners in Standards-based, performance-oriented learning environments”
“Provide descriptive performance outcomes adaptable to fit differences in languages and learners” (Any language at any level)

How are they organized?

Three levels – Novice, Intermediate, Advanced Range (and superior, but for our purposes)
Three Modes of Communication – Interpersonal, Interpretive, Presentational (episode 8)

What is involved with each proficiency level?

Functions (global tasks the learner can perform in the language)
Contexts (learner can function) and Content (topics)
Text Type (that which the learner is able to understand and produce in order to perform the functions of the level)

Interpersonal Proficiency Levels:

Novice

Function: Can ask highly predictable and formulaic questions and respond to such questions by listing, naming, and identifying. (May show emerging evidence …)
Context: Able to function in some personally relevant contexts on topics that relate to basic biographical information.
Text Type: Understands and produces highly practiced words and phrases and an occasional sentence.

Intermediate

Function: Consistently able to initiate, maintain, and end a conversation to satisfy basic needs and/or to handle a simple transaction.
Context: Able to communicate in contexts relevant to oneself and others, and one’s immediate environment.
Text Type: Able to understand and produce discrete sentences, strings of sentences and some connected sentences. Able to ask questions to initiate and sustain conversations.

Advanced

Function: Can communicate with ease and confidence by understanding and producing narrations and descriptions in all major time frames and deal efficiently with a situation with an unexpected turn of events
Context: Content areas include topics of personal and general interest (community, national, and international events) as well as work-related topics and areas of special competence.
Text Type: Able to understand and produce discourse in full oral paragraphs that are organized, cohesive, and detailed.

How to use Proficiency Levels (Performance Descriptors) in the classroom

Unit Can Do (focus on function and text type); global tasks the learner can perform in the language and the language they need to do it
Assessments (stay with the range)
Activities: Too low or too high leads to lack of or limited engagement.

Blog posts:

wlclassroom.com/ican — walks through writing I can statements that are truly communicative and there is a link to the ACTFL Performance Descriptors
wlclassroom.com/levelup — shows what language looks like at each proficiency level and what students can focus on (or do) to level up.