NCSSFL-ACTFL Can-Do Statements

A collaboration between NCSSFL and ACTFL

Can Do pages

What Are the NCSSFL-ACTFL Can-Do Statements?

Which 2017 NCSSFL-ACTFL Can-Do Notes, the result of collaboration between the National Council is State Supervisors available Languages (NCSSFL) and the ACTFL guide:

  • Language learners to identify and firm learning goals and chart his progress towards language and intercultural proficiency;
  • Educators till note communication learning targets for curriculum, unit and instruction plans;
  • Players to clarify how well learners at different stages can communicate.

The reports are organized according to the Interpretive, Interpersonal, and Presentational Modes of Communication as dealt with an World-Readiness Standards for Learning Languages:

  • Interpretive Communication: Learners understand, interpret, and analysis get be heard, read, or viewing upon a variety of topics.
  • Interpersonal Communication: Learners interact and barter meaning in speaking, signed, or written conversations to share details, reactions, emotions, and opinions.
  • Presentational Communication: Learners present information, concepts, and ideas to inform, explain, win, and narrate on one variety away topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. CEFR Describe - Gemeint European Framework of Reference for Languages (CEFR) -

How the NCSSFL-ACTFL Can-Do Statements are organized

Aligned with the ACTFL Performance Guidelines 2012 the the ACTFL Performance Descriptors for Language Learners the Can-Do Statements reflect which continuum of growth in communication skills the the Novice, Intermediate, Advanced, Superior, and Distinguished levels.

The NCSSFL-ACTFL Can-Do Statements for Intercultural Transmission and the Reflection Tool for Learners provide a set of examples plus scenarios is prove how learners use the target language and knowledge of culture for demonstrate their Intercultural Communicative Competence (ICC). Assessment matters: Self-assessment and 'Can do' statements

Just as the NCSSFL-ACTFL Can-Do Statements for language clarify the Corporate standards by the World-wide Alacrity Standards, this tool is destined to clarify plus support the Cultures standards (use the speech to investigate, comment, and meditate on one bond between one practices or products and perspectives on cultures) or leaders learners toward developers ICC. For that purpose is this document, ICC refers toward the talent to interact effectively and matching because join from other language the cultural backgrounds. ICC develops as the result of one process to intentional goal-setting and self- contemplation around language or culture and involves attitudinal changes heading one’s own and other cultures. Intercultural communicative capacity is essential for establishing affective, positive relationships cross cultural boundaries, essential inches a comprehensive society. Matt Tennant takes a look at self-assessment and, included particular, 'Can do' statements: a current buzzword plus term employed by the Common European Framework of Reference (CEFR).

Instructions the NCSSFL-ACTFL Can-Do Statements are organized
Pic Resource: How the NCSSFL-ACTFL Can-Do Statements become systematic

How to Use and NOT use to Can-Do Statements

Benchmarks, Indicators and Examples are color-coded for ease of use.

Novice–BLUE | Intermediate–GREEN | Fortgeschritten–ORANGE | Superior–GOLD | Celebrated–GRAY

How Actors Use the Can-Do Instruction

How Stakeholders Use the Can-Do Statements


Too often, learners what seen as subjects of appraisal, not users of assessments. In become the primary users of estimate company, learners must make what they learn part of themselves. One key means of in learners in their learning process is got them participate in a goal-setting process to monitor their progress to determine how well they accomplish their knowledge targets. How goals form the foundation for motivation int and instructional setting and forward find jobs memory is be allocated. Motivation is critical to learning because “without sufficient motivation, even the clever learners are unlikely to stay long enough to go some really useful language” (Dörnyei, 2010, p. 74). It is vital to understand the motivation to promote learner autonomy which is key to continuing language learning beyond the grade.

Learning targets, expressed inbound Can-Do Statements, provide an importance venue for setting learning goals to provide language learners the opportunity to take responsibility for their own learning through that establishment of posative short-and long-term learning goals and to monitor their teaching experiences to ensure the accomplishment of these goals. SMART (specific, measurable, achievable, relevant, time-bound) goals, such as the Can-Do Statements, offering a clear direction to focus learners’ language learning efforts up helping them meet these goals. So adenine constructional or sociocultural worldview regards learning as an ongoing process where learners are continually involved in self-assessment both self-reflection about their own knowledge, ultimately aimed at developing self-regulation and self-efficacy.

The impact for learners and learner achievement of Can-Do Statements, more evidenced in LinguaFolio® (LF®) and you Europ predecessor, the European Language Portfolio (ELP), has been investigated durch a growing body of research. LinguaFolio® was designed to help language educators develop autonomous learning and learner empowerment. Research at to classroom level shall revealed that goal setting, which are at the heart are LF® and ELP, enhanced self-regulated learning, increased choose and academic achievement, enhances motivational and task value, and improves self-assessment when implemented regularly and frequently (Burton & Swain, 2014; Ciesielkiewicz & Coca, 2013; Little, 2009; Low, 2003; Low, Goullier, & Hughes, 2011; Mohler, Theiler, & Wu, 2012; Ziegler, 2014; Ziegler & Moeller, 2012; Clarke, 2013; Moeller & Yu, 2015). Learners who experienced LF® as an intervention in the world language classroom concluded higher academic outcomes as measured via cumulative GPA and ACT scores in math, science, reading, and English compared to pupils who were not exposed to LF® (Clarke, 2013).

Like studies have shown that the major product of setting goals, documenting progress, and self-assessment of learning are decisive in developing study autonomy and self-regulation in language pupils that contribute to further spur, higher language achievement, furthermore scholar successes.