National+World+Languages+Standards


 * Standards for Foreign Language Learning: Executive Summary from ACTFL** : [[file:StandardsforFLLexecsumm_rev.pdf]]

**Standards for Foreign Language Learning** -**The 5 C's**


 * Communication**
 * Communicate in Languages Other Than English**
 * Standard 1.1**: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
 * Standard 1.2:** Students understand and interpret written and spoken language on a variety of topics.
 * Standard 1.3**: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.


 * Cultures**
 * Gain Knowledge and Understanding of Other Cultures**
 * Standard 2.1**: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
 * Standard 2.2**: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.


 * Connections**
 * Connect with Other Disciplines and Acquire Information**
 * Standard 3.1**: Students reinforce and further their knowledge of other disciplines through the foreign language.
 * Standard 3.2**: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.


 * Comparisons**
 * Develop Insight into the Nature of Language and Culture**
 * Standard 4.1**: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
 * Standard 4.2:** Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.


 * Communities**
 * Participate in Multilingual Communities at Home & Around the World**
 * Standard 5.1**: Students use the language both within and beyond the school setting.
 * Standard 5.2**: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

**National World Language Standards-World Readiness Standards for Learning Languages 2014**
Here are the national standards that are not rewritten, but refreshed for more clarity in order to focus on literacy, real-world applications and 21st century skills.

World Readiness Standards for Learning Languages video



**National World Language Standards-World Readiness Standards for Learning Languages**
Here are the national standards that are not rewritten, but refreshed for more clarity in order to focus on literacy, real-world applications and 21st century skills.

World Readiness Standards for Learning Languages video



=The Interconnectedness of the Standards= "In a world language classroom, standards influence the curriculum, assessment, and instruction. The three purposes of Communication (interpersonal, interpretive, and presentational) form the heart. Culture is always embedded in the instruction. Connections, Comparisons, and Communities enrich the learning activities. The performance standards inform the assessments that show students their progress toward higher levels of proficiency in using the target language. The focus is on what students can do with the language they are learning." (Sandrock 2002, p. 67)

NCSSFL-ACTFL Can-do Benchmarks

This document and chart provide guidance to educators as they reflect on their language learning curriculum and assessments. A useful approach is to compare student evidence from performance tasks and assessments to this chart in order to reflect on students’ use of language. Are students performing at a level consistent with the time and effort spent? Are students “on track” to reach the expected level of performance? Alternatively, educators may read the Performance Descriptors and determine that their students do not perform at a level consistent with the time and effort spent and, therefore, seek ways of modifying their program so that students reach the targeted levels of language performance. Language learners also benefit by understanding the Performance Descriptors and the targeted expectations shown in this chart. The ranges of performance describe a pathway for learners to keep track of progress made, to identify domains needing additional practice, and to gain a clear understanding of how to move into the next higher range of performance. By collecting and reflecting on evidence of performance, language learners are able to set their own language learning targets, motivating them to improve their performance.
 * HOW TO USE THIS CHART**




 * [|What Proficiency Level Do High School Students Achieve]:[[file:CASLS What Proficiency Level Do High School Students Achieve]]
 * What CAN students DO at different levels from Linda Engatz, 2014 ACTFL TOY
 * [|What about the teacher's proficiency level?]