ACTFL+Performance+Descriptors+2013

ACTFL Performance Descriptors for Language Learners
ACTFL Performance Descriptors

The ACTFL Performance Descriptors for Language Learners are designed to describe language performance that is the result of explicit instruction in an instructional setting. These new Performance Descriptors reflect how language learners perform whether learning in classrooms, online, through independent project-based learning, or in blended environments.

The Standards for Foreign Language Learning (1996, 1999, 2006), describe **what students need to know and be able to do as they learn another language**, defining the **“what”** of language education. The ACTFL Performance Guidelines for K-12 Learners (1998) first described “**how well”** language learners were expected to do the “what” from the content standards.

The Performance Descriptors form a roadmap for teaching and learning:
 * The Performance Descriptors help language educators create **performance tasks** targeted to the appropriate performance range, while challenging learners to also use strategies from the next higher range. These Performance Descriptors also help educators **set realistic expectations** at the summative assessment level.

The ACTFL Performance Descriptors for Language Learners:
 * Describe the language performance of language learners in **standards-based, performance-oriented learning environments**
 * Provide **descriptive performance outcomes** adaptable to fit differences in languages and learners
 * Are organized according to:
 * Three Ranges of Performance – Novice Range, Intermediate Range, Advanced Range
 * Three Modes of Communication – Interpersonal, Interpretive, Presentational
 * Domains of Performance
 * Parameters for the Language Learner’s Performance
 * Functions (global tasks the learner can perform in the language)
 * Contexts (situations within which the learner can function) and Content (topics which the learner can understand and discuss)
 * Text Type (that which the learner is able to understand and produce in order to perform the functions of the level)
 * How and how well the language learner is able to be understood and to understand
 * Language Control (How accurate is the language learner’s language?)
 * Vocabulary (How extensive and applicable is the language learner’s vocabulary?)
 * Communication Strategies (How does the language learner maintain communication and make meaning?)
 * Cultural Awareness (How is the language learner’s cultural knowledge reflected in language use?)

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This document and chart provide guidance to educators as they reflect on their language learning curriculum and assessments. Language learners benefit by understanding the Performance Descriptors and the targeted expectations shown in this chart.
 * HOW TO USE THIS CHART**




 * [[image:performance interpersonal 1.png width="704" height="488"]] ||
 * [[image:performance interpersonal 2.png width="704" height="461"]] ||
 * [[image:performance interpretive 1.png width="704" height="457"]] ||
 * [[image:performance interpretive 2.png width="704" height="552"]] ||
 * [[image:performance presentational 1.png width="704" height="463"]] ||
 * [[image:performance presentational 2.png width="704" height="527"]] ||


 * [|What Proficiency Level Do High School Students Achieve]:
 * [[file:tsdwlstandards/CASLS What Proficiency Level Do High School Students Achieve|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?]