Proficiency Guidelines - ACTFL

15

Stages

  • These guidelines identify stages of proficiency, as opposed to achievement.
  • They do not measure what individuals achieve through specific classroom instruction, but assess what individuals can and cannot do.
  • This is regardless of where, when, or how the language was learned or acquired; thus the words "learned" and "acquired" are used in the broadest sense.
  • These guidelines are not based on a particular linguistic theory or pedagogical method, and are intended for global assessments.
  • Read the ACTFL Proficiency Guidelines 2012 (pdf)
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