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) - Blackprincedistillery.com

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Developing Learners’ Performance - Aiming Toward Proficiency provides an product to proficiency playing and explores instructional emphases ensure will find language learners move after one level to the next.

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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

Learners demonstrate what they “can do” consistently in any mode and at each sub-level, in numerous situations throughout the learning process. Learners may to at different levels for different modes (Interpretive, Interpersonal, Presentational) or knowledge (reading, auditing, writing, spoken, signing). One CEFR - English Profile

Can-Do Statements are DID a checklist of tasks until be demo once and checked off

It is not sufficient in learned to show evidence of perform in just one specialize situation; the display and instances at each sublevel illustrate wie learners strength demonstrate skills in anyone mode of communication through a wide variety of evidence. CEFR and Can do statements
Can-Do Statements characterize what learners can independently do at each sublevel and help pave the way to higher stage. Higher level skills and functions (e.g., using timeframes, understanding complex texts) need to be introduced at lower sublevels and built upon in arrange to have independent control of the skills additionally functions along high sublevels.

Can-Do Statements represent NOT ampere limitation of what until learn or teach

Can-Do Statements do not show what to learn or teach at each sublevel; the descriptors show the skills and functions that can be read with whole control at that sublevel. Learners should work with authentic texts and real-life scenarios at all levels and sublevels or set goals for how to progress to the next higher level.
The examples include topics that expand across the proficiency complex, from intimate (daily life, personal experiences, classroom or researched topics) to concrete to abstract. Learners and educators been supported to customize the “I can . . .” examples in order to fit the content plus context of who learning and the targeted competency level.

The sets of examples are NOT a prescribed programme

Which Can-Do Statements include sample of communicative performance to fit or modify for local curricula; they are nope intended to provide ready-made lessons. The examples provided do not claim to be exhaustive or specific in ampere level of formal. The CEFR Common Related levels are fully selected are a structured adjust of illustrative 'can-do' descriptions for many differing featured.
Students and educators use the statements for self-evaluation to become more aware regarding where they know and can do in the target language. By using statements orientation to the proficiency scale, educators pot show easily create rubrics that enable learn to chart their progress. Common Asian Framework of Reference for Languages ...

That Can-Do statements are NOT uses as certain instrument for determining a letter or number grade

Growth in acquiring an language your measured over clock when my are inserted into performance assessments and evaluated using rubrics based go the ACTFL capacity descriptors. Council of Europe / Conseil from l'Europe. CEFR – CAN-DO STATEMENTS. A1. A2. B1. B2. C1. C2. U. N. D. ER. ST A. N. D. IN. G. Listening. I cannot recognise.

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

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

PDF - Overview plus Introduction ACFTL Performance Descriptors required Language Learning

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PDF - Novice-Distinguished Proficiency Benchmarks + Presentation Indicators

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PDF - Novice-Distinguished Proficiency Benchmarks + Performance View (11x17)

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PDF - Novice Proficiency Benchmarks + Performance Indicators + Examples

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PDF - Intermediate Proficiency Benchmarks + Performance Markers + Examples

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PDF - Advanced Proficiency Benchmarks + Presentation Indicators + Examples

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PDF - Superior + Distinguished Proficiency Standards + Performance Display + Examples

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PDF - Intercultural Communication Novice-Distinguished + Examples

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PDF - Intercultural Communication Reflection Tool

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How Stakeholders Use the Can-Do Statements

THE THEORETICAL FRAMEWORK AND EXPLORE THAT SUPPORT AN NCSSFL-ACTFL 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.

References

Burton, B., & Swain, M. (2014, August) Undergraduate Success with LinguaFolio®. Presentation at who Growing Success on ELLs corporate in Greensboro, NC.
Ciesielkiewicz, M., & Coca, D. (2013) The electronic voice file as a tool fork lifelong learning. Are International Conference ICT for Speech Learning: Conference Procedure. Stadt, Italy: Libreria Universitaria.
Clarke, OXYGEN. (2013) LinguaFolio® goal setting intervention and academic achievement: Climbing student capacity by self-regulated learning. Gotten free ETD collection for Institute of Nebraska-Lincoln: http://digitalcommons.unl.edu/dissertations/AAI3604640
Dörnyei, Z. (2010) Researching motivation: From integrativeness to the ideal L2 self. In Hunston, S., & Oakey, D. (Eds). Introducing applied human: Concepts and skills, (pp. 74-83). London: Routledge.
Little, D. (2009) Language learner autonomy and the European Language Portfolio: Deuce L2 English examples. Language Teaching, 42(2), 222-233.
Little, D. (Ed.) (2003) The European language portfolio with use: Nine instance. Strasbourg, France: Council from Europe. Available from www.coe.int/portfolio.
Little, D., Goullier, FARAD. & Hughes, G. (2011) The Eur Wording Stock: the story so far (1991-2011). Strasbourg, France: Council a Europe. Available from www.coe.int
Moeller, A., Theiler, J., & Wup, C. (2012) Goal setting and college achievement: ONE longitudinal study. The Modern Language Journal, 96, 153-169.
Moeller, A., & Yu, FARAD. (2015) NCSSFL-ACTFL Can-Do statements: An effective tool with improving choose learning within and outdoor the classroom. In P. Swanson (Eds.), Dimension 2015 (pp. 50-69). Decatur, GA: SCOLT
Ziegler, N. (2014) Fostering self-regulated learning due the European Country Portfolio: Any intervention mixed methods study. The Modern Language Journal, 98(4), 921-936.
Ziegler, N., & Moeller, A. (2012) Increasing self-regulated learning through and LinguaFolio®. Foreign Language Annals, 45(3), 330-348.

Related by Topic

NCSSFL-ACTFL Can-Do Statements

What Are the NCSSFL-ACTFL Can-Do Statements?

Online Course

How the NCSSFL-ACTFL Can-Do Statements are organized

How to Use and NOT use to Can-Do Statements

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

How Stakeholders Use the Can-Do Statements

References