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Relevant bibliographies by topics / ACTFL Proficiency Guidelines

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Academic literature on the topic 'ACTFL Proficiency Guidelines'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "ACTFL Proficiency Guidelines"

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Breiner-Sanders, Karen E., Pardee Lowe, John Miles, and Elvira Swender. "ACTFL Proficiency Guidelines-Speaking:Revised1999." Foreign Language Annals 33, no. 1 (January 2000): 13–18. http://dx.doi.org/10.1111/j.1944-9720.2000.tb00885.x.

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2

Martin, Cynthia, Elvira Swender, and Mildred Rivera-Martinez. "Assessing the Oral Proficiency of Heritage Speakers According to the ACTFL Proficiency Guidelines 2012 – Speaking." Heritage Language Journal 10, no. 2 (September 30, 2013): 211–25. http://dx.doi.org/10.46538/hlj.10.2.5.

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The article discusses the preliminary findings of a joint National Heritage Language Resource Center (NHLRC)/American Council on the Teaching of Foreign Languages (ACTFL) project conducted in 2010-11, Exploring Linguistic Profiles of Heritage Speakers of Spanish and Russian, that used the ACTFL Proficiency Guidelines 2012 –Speaking (American Council on the Teaching of Foreign Languages, 2012b) to assess and analyze the oral proficiency of heritage speakers. The discussion of these findings follows a general discussion of what a rating based on an official ACTFL Oral Proficiency Interview (OPI) actually does and does not tell us about speakers, including heritage or native speakers, who fall into various ACTFL rating ranges. The joint NHLRC/ACTFL research project analyzed which features typically characteristic of heritage speakers of Spanish and Russian prevent them from receiving higher ratings on an official ACTFL OPI, and these findings are the focus of this article. Finally, some general recommendations related to instructional implications of these findings are discussed.

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Turner, Jean. "Assessing Speaking." Annual Review of Applied Linguistics 18 (March 1998): 192–207. http://dx.doi.org/10.1017/s0267190500003548.

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The publication of the ACTFL (American Council on the Teaching of Foreign Languages) Guidelines (1986) and the creation and popularization of the ACTFL Oral Proficiency Interview (ACTFL-OPI) have had a profound effect on foreign and second language instruction and assessment, drawing attention to language students' abilities to use language in performing particular functions and tasks rather than to what they have learned about language. The growing interest in communicative language teaching, with its emphasis on meaningful interaction in the language as opposed to knowledge of linguistic rules, has complemented interest in the ACTFL Guidelines' descriptions of functional language ability and the interview-format oral proficiency interview.

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Huhn, Christina. "Computer Assisted Instruction & the ACTFL Proficiency Guidelines." IALLT Journal of Language Learning Technologies 41, no. 2 (October 15, 2011): 1–27. http://dx.doi.org/10.17161/iallt.v41i2.8491.

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The current study presents the results of one mixed-method analysis of theimplementation of communicative online activities into beginning Spanishclasses, their effects on class performance, and evaluation of the studentgeneratedwork from the online module. Results show that althoughstatistically there may be some doubt as to the effectiveness of an additionof a WebCT/Blackboard ® component into a beginning Spanish program,the environment did provide opportunities for students to demonstratelanguage proficiency. It is the analysis of student writing samplesgathered from the hybrid course, using a rubric based on the ACTFLWriting Proficiency Guidelines, that adds depth and breadth to the study.The article also addresses common issues that arise in traditionalanalyses of technology implementations, and suggests ways that theACTFL Writing Proficiency Guidelines can be useful in the evaluation ofstudent work in qualitative research.

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Savignon, Sandra J. "Evaluation of Communicative Competence: The ACTFL Provisional Proficiency Guidelines." Canadian Modern Language Review 41, no. 6 (May 1985): 1000–1007. http://dx.doi.org/10.3138/cmlr.41.6.1000.

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SAVIGNON, SANDRA J. "Evaluation of Communicative Competence: The ACTFL Provisional Proficiency Guidelines." Modern Language Journal 69, no. 2 (June 1985): 129–34. http://dx.doi.org/10.1111/j.1540-4781.1985.tb01928.x.

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Bown, Jennifer, Laura Catharine Smith, and Ekaterina V. Talalakina. "The Effects of an EFL and L2 Russian Teletandem Class: Student Perceptions of Oral Proficiency Gains." Journal of Language and Education 5, no. 3 (September 30, 2019): 35–55. http://dx.doi.org/10.17323/jle.2019.8953.

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In response to the growing demand for highly proficient foreign language (L2) speakers in professional work settings, scholars and educators have increasingly turned their attention to methods for developing greater fluency in their learners who aspire to such jobs. Engaging in persuasive writing and argumentation has been shown to promote both written and oral proficiency among advanced L2 learners (Brown, 2009). This study focuses on the application of the American Council on the Teaching of Foreign Languages (ACTFL) proficiency guidelines and standards to the design of teletandem courses in English as a Foreign Language (EFL) and Russian as a Foreign Language developed to promote Advanced and Superior-level language gains. ACTFL Can-Do statements were used to evaluate learners’ self-reported language gains as a result of participating in the course. The results indicated that such an approach can indeed yield significant perceived gains, especially for spoken language, for all the participants regardless of their target language and home institution.

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8

VanPatten, Bill. "The ACTFL Proficiency Guidelines: Implications for Grammatical Accuracy in the Classroom?" Studies in Second Language Acquisition 8, no. 1 (February 1986): 56–67. http://dx.doi.org/10.1017/s0272263100005830.

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This paper discusses current literature dealing with the pedagogical implications of the ACTFL Provisional Proficiency Guidelines. In Higgs and Clifford (1982) and Omaggio (1984), for example, it is argued that grammatical accuracy needs to be stressed from the beginning of instruction. In this paper those arguments are reviewed in the light of second language acquisition research, and it is suggested that such emphasis on grammatical correctness is unwarranted.

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9

Douglas, Dan. "Testing Listening Comprehension in the Context of the ACTFL Proficiency Guidelines." Studies in Second Language Acquisition 10, no. 2 (June 1988): 245–61. http://dx.doi.org/10.1017/s0272263100007336.

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This article discusses issues related to the testing of listening comprehension in the context of the 1986 ACTFL proficiency guidelines (American Council on the Teaching of Foreign Languages, 1987). After a review of current research on listening comprehension and development of listening tests, four issues are singled out for more detailed consideration: the meaning ofcontextin listening testing, the concept of criterion-referenced tests, the notion of specific purposes in testing, and the use of technology in listening tests. A number of research issues are also discussed.

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Porter, Lewis P. "Using The ACTFL Proficiency Guidelines To Achieve Goals of Exploratory Language Courses." Foreign Language Annals 20, no. 4 (September 1987): 323–28. http://dx.doi.org/10.1111/j.1944-9720.1987.tb02965.x.

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Dissertations / Theses on the topic "ACTFL Proficiency Guidelines"

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Ball, Mary Isabelle. "Levels of the Oral Proficiency Skills of Foreign Language Teacher Candidates as Rated by Teacher Educators: A Descriptive Study." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291127394.

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Daniel, Bethany Rae. "Defining Critical Thinking for the 21st Century World Language Classroom." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4288.

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Critical thinking has long been recognized as a valuable skill, both in education in general and within the world language teaching field specifically. In recent years, critical thinking has been identified as one of the 21st century skills that students need to succeed in modern society (Partnership, 2009). However, there is no clear, unifying definition of the term itself (Paul, 2004), and the definition of critical thinking is debated in many different fields without support from empirical data (Kuhn, 1999). Similarly, critical thinking has been often discussed in the literature as having great potential to facilitate language learning, and particularly to develop language proficiency (Gaskaree, Mashhady & Dousti, 2010; Heining-Boynton & Heining-Boynton, 1992; Hoch & Hart, 1991; Rojas, 2001; Williams, Lively & Harper, 1994). However, this discussion has not been centered around a single, clear definition or been supported by empirical research. This study attempts to fill these gaps by exploring how currently practicing world language teachers define the term critical thinking. Definitions were gathered through a survey of K-16 world language teachers from across the United States and through interviews with individual beginning level German instructors at a large, private university in the western United States. Findings revealed three primary ways in which teachers define critical thinking: first, by identifying characteristics of critical thinking; second, by discussing the thought processes and skills used in the action of critical thinking; and third, by describing the topics about which critical thinking takes place, either on the micro-level, dealing with language itself, or on the macro-level, dealing with real-world issues and themes. Based on these three areas of definition, several pedagogical implications were identified. As critical thinking is integrated as a 21st century skill into the world language classroom, the traditional roles of the teacher may need to transform, the content used in the classroom may need to change, and the activities in which students are asked to engage may likewise need to shift. The integration of these pedagogical implications into the world language classroom as a means to facilitate the development of advanced levels of language proficiency is also discussed.

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Tschirner, Erwin. "Mapping TOEFL iBT ® Scores onto the ACTFL Proficiency Guidelines." 2021. https://ul.qucosa.de/id/qucosa%3A73431.

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The purpose of this study was to establish a crosswalk between the Test of English as a Foreign Language (TOEFL iBT® ) and four ACTFL Assessments to help examinees and institutions of higher education (IHE) to better understand the correspondences between TOEFL iBT scores and examinees’ functional proficiency, i.e., their ability to use functional English in real-world academic and social situations.

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Books on the topic "ACTFL Proficiency Guidelines"

1

Byrnes, Heidi. Defining and Developing Proficiency: Guidelines, Implementations, and Concepts (Actfl Foreign Language Education Series). Natl Textbook Co, 1986.

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Book chapters on the topic "ACTFL Proficiency Guidelines"

1

Lee, James F. "Issues in Defining and Assessing Reading Proficiency: The ACTFL Guidelines." In Language Proficiency, 93–98. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-0870-4_10.

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Conference papers on the topic "ACTFL Proficiency Guidelines"

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Lie, Anita, Siti Mina Tamah, Trianawaty, and Fransiskus Jemadi. "Challenges and Resources in Enhancing English Teachers’ Proficiency." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.9-2.

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This study addresses the conflicting views of the role of English as a means of global communication. Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves might not be adequately prepared to use English as a means of communication; improving their English proficiency and the willingness to communicate in English (Clement, 2003) has thus become a matter of concern amidst the prevailing resistance to English as the language of the imperialist. The present study focuses on teachers’ English proficiency, which has been recognized as an important qualification for successful English teaching. Thirty secondary school teachers of English who were participating in an in-service professional development program were asked to self-assess their English proficiencies based on the ACTFL guidelines as well as to identify their challenges and resources. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The study also conducted in-depth interviews of selected teachers. This study found that teachers strive to build their willingness to communicate in English despite challenges, and still grapple to improve their proficiency. They employ various resources to overcome the prevailing challenges.

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