bringing proficiency into your classroom - actfl · •language is learned and practiced in an...

Bringing Proficiencyinto Your Classroom

Marty AbbottACTFL

Guiding Principles for Language Learning

https://www.actfl.org/guiding-principles

https://www.actfl.org/guiding-principles

Principles of Language Learning

• Proficiency-focused language learning

• Building Literacy Across Disciplines

• Setting Outcomes and Articulating Sequences

• Using of target language for teaching and learning

• Use of authentic texts

• Building Learner Autonomy

4

Where do you think your learners are?How do you know?

5

End of 2nd year End of 3rd year End of 4th year End of 5th year End of 6th year

Interpretive

Listening

Novice Mid Novice High Intermediate Low Intermediate Mid

Interpretive

Reading

Novice Low-Mid Novice Mid-High Novice High Intermediate Low

Presentational

Speaking

Novice Low-Mid Novice Mid – High Novice High Intermediate Low Intermediate Low -

MidIntermediate Low

Presentational

Writing

Novice Low-Mid Novice Mid-High Novice High – Novice High –

Intermediate Low Intermediate Low

Interpersonal

Conversation

Novice Mid Novice High Novice High- Intermediate Low Intermediate Mid

Intermediate Low

Modern Language Exit Proficiency Expectations for FLES/Early Start Programsof 90 minutes per week or more for Alphabetic Languages.

6

Performance Expectations

How is proficiency being demonstrated by these learners?

What are the characteristics of language needed to be a cashier?

http://www.shoesforcrews.com/blog/supermarkets-best-practices/cashier-ergonomics-an-overlooked-way-to-save-on-compensation-costs/

https://www.bls.gov/ooh/sales/cashiers.htm

What is different about the characteristics of language needed to be a customer service representative?

https://www.fscj.edu/academics/areas-of-study/business/insurance-customer-service-representative-wc

http://www.wookmark.com/image/120323/smiling-customer-service-representative-in-modern-office-with-royalty-free-stock-photo-pictures-images-and-stock-photography-image-8481429

https://topclassactions.com/lawsuit-settlements/lawsuit-news/436494-alorica-customer-service-representative-class-action-settlement-checks-mailed/

ACTFL Level CEFR Language Functions Corresponding Professions/Positions Examples of Who Is Likely to Function at the Level?

Advanced Low B2Narrate and describe in past, present and future and deal effectively with an unanticipated complication

• K-12 Language Teacher, Customer Service Representative, Social Worker, Claims Processor, Police Officer, Maintenance Administrator, Billing Clerk, Legal Secretary, 911 Dispatcher, Consumer Products Customer Services Representative, Retail Services Personnel

• Undergraduate language majors

Intermediate High

Intermediate Mid

Intermediate Low

B1+

B1

A2

Create with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions

• Police, Firefighter, Utilities Installer, Auto Inspector, Aviation Personnel, Missionary, Tour guide

• Cashier, Sales clerk (highly predictable contexts), Receptionist

• L2 learners after 6-8 year sequences of study (AP, etc.) or 4-6 semester college sequence

• L2 learners after 4 year high school sequence or 2 semester college sequence

• L2 learners after immersion program K-6

Novice High

Novice MidNovice Low

A1 Communicate minimally with formulaic and rote utterances, lists and phrases

• L2 learners following content-based language program K-6

• L2 learners after 2 years of high school language study

Oral Proficiency Levels in the Work World

View the ACTFL Proficiency Guidelines 2012 at

http://www.actfl.org/publications/guidelines-and-

manuals/actfl-proficiency-guidelines-2012 /

http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012

Performance

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TOWARD Proficiency

PERFORMANCE PROFICIENCY

•Language is learned and practiced in

an instructional setting

•Spontaneous, non-rehearsed

interaction in real-world situations




•Familiar contexts and content areas



•Broad content and context in

authentic situations





•Curriculum dependent





•Independent of curriculum or

when, where, or how the language

was acquired





•Curriculum dependent

•Assessment is based on what was

taught and practiced





•Independent of curriculum or

when, where, or how the language

was acquired

•Assessment is based on the

criteria in the ACTFL Proficiency

Guidelines

Performance Toward Proficiency• Proficiency is independent use of language by learner

• Our goal is to provide learners with this independent use of language through meaningful classroom practice

• Performance develops through guided practice of language functions

• Assessments of performance reflect instruction leading to the development of language proficiency

Proficiency

Instruction and practice should target the next higher level of proficiency in order to help learners improve

Intermediate Learners can:

• describe a typical day

• ask and answer questions comparing families

• discuss/decide what to wear for a specific event

• purchase a ticket to the movies

• tell about a movie they like

Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation

or transaction

Novice Learners can: • make lists

• introduce themselves

• name objects they see

• identify things they like

• Identify people and give a brief description

• tell when they do certain activities (days, time, months, seasons)

Can communicate with formulaic and rote utterances,

lists, and phrases

Novice & Intermediate: What are the differences?

Can communicate with formulaic and rote utterances, lists, and phrases

NOVICE

THEREFORENovice Learners need to practice:

1. Using memorized language to express personal meaning

2. Asking questions

- Start with memorized questions

- Ask questions that follow upon what partner said

3. Producing sentences (putting memorized “chunks” together)

4. Showing some self-correcting/editing

Moving from Novice to Intermediate

What does instruction look like to move learners from Novice toward Intermediate?What language does the learner need to…

Describe to your partner what you are wearing

Check out this invitation! You and your partner need to figure out what you should wear!

clementi sandrock ACTFL 2016 21

Is this moving the learner from Novice to Intermediate?

ACTFL - Laura Terrill

The Blurvle CeremonyThe axtlzbn is worn primarily by meebs for the blurvle

ceremony each kipto. It consists of a wlomb made of

cygde and tied with a qorf. It is decorated with many

hujas.

1. Who wears an axtlzbn?

2. What ceremony is it for?

3. Describe the axtlzbn.

4. Fill in the blanks: The ___is worn by ____for the _____.

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Is this moving the learner from Novice to Intermediate?

Want to Know Either Or

1. Where the family is

going to visit

2. How many people

in the family

3. Activities they like

to do

4. Food they like to

eat

__ in the country

__ 3

__ outdoor sports

__ vegetarian

__ in a city

__ 4

__ travel to other

cities

__ foreign foods

Reading a blog about a family trip, identify

correct information given “Either-Or” choices

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You are teaching a new unit titled ”My Family” in a beginning language class.

How will you assess what learners have learned?

How do you link assessments to instruction for learners to show movement from Novice to Intermediate?

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Test #1

1. List the family members on the family tree

2. Describe what one family member looks

like

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Test #1

1. List the family members on the family

tree

2. Describe what one family member

looks like

3. List three professions

4. Say four things your family does on

the weekend

Vocabulary

Function

Vocabulary

Grammatical Structure

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You may have the chance to be part of a student exchange. First, you are going to stay with a host family in the target country.

Then, you are going to host someone from the target country.

How will you and your classmates prepare for these experiences?

How do you link assessments to instruction for learners to show movement from Novice to Intermediate?

28

Interpretive

Look at (or listen to)

information from three

different host families in

Egypt, to find out as much

as you can: Where they

live, how many children

they have, what activities

they like to do, etc.

Then decide which family

you would prefer to host

you and list as many

reasons as possible to

explain why.

Did learners demonstrate the Standards?

What can you find outabout the family?

Letter from

Mizrahi Family

Letter fromEissa

Family

Letter from

El NabawyFamily

Where do they live?

Do they live in a house, apartment, condo, something else?

How many people live together as the family? Who are they?

What activities do they like to do?

What else can you do during homestay with this family?

Moving from Novice to Intermediate?

Letter from Potential Host Family

Hello. We are the Eissa Family. We live in Rabat, in Morocco, and we are ready to welcome you to stay with our family during your exchange visit. We know you will feel right at home since one of our children is the same age as you: Mahmoud is a 13 year old boy. We also have two other children, Mouna who is 18 and Wael who is 10. All of us like to do many things outside, since it is nice to spend beautiful days in nearby parks, where we can play soccer and have a picnic. When we return later in the day to our home, we can watch the sunset from our patio (we live on the 4th floor).

What can you find outabout the family?

Where do they live?

Do they live in a house, apartment, condo,something else?

How many people live together as the family? Who are they?

What activities do they like to do?

What else can you do during homestay with this family?

30

InterpretiveReading

Look at (or listen to) information from

three different host families in Egypt,

to find out as much as you can: Where

they live, how many children they

have, what activities they like to do,

etc. Then decide which family you

would prefer to host you and list as

many reasons as possible to explain

why.

Match with Can-Do Statements

31

InterpretiveReading

Look at (or listen to) information from

three different host families in Egypt,

to find out as much as you can: Where

they live, how many children they

have, what activities they like to do,

etc. Then decide which family you

would prefer to host you and list as

many reasons as possible to explain

why.

Novice Mid: I can recognize words,

phrases, and characters when I

associate them with things I already

know


NCSSFL/ACTFL Can-Do Statements

Proficiency described from

the learners’ perspective:

“I can …”

32

www.actfl.org – Publications – Guidelines & Manuals – Can-Do ….

What does it take to move to the next higher level?

http://www.actfl.org/

Intermediate Low - InterpersonalACTFL Proficiency Guidelines - Speaking

Speakers at the Intermediate Low sublevel are able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target-language culture. These topics relate to basic personal information; for example, self and family, some daily activities and personal preferences, and some immediate needs, such as ordering food and making simple purchases. Speakers are primarily reactive and struggle to answer direct questions or requests for information. They are also able to ask a few appropriate questions.

Can-Do Global Benchmark

I can participate in conversations on a number of familiar topics using simple sentences. I can handle short social interactions in everyday situations by asking and answering questions.

Global Benchmarks

34

Global Can-Do

Benchmarks

General description of

the proficiency level for

each of the modes

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Interpretive Interpersonal

Look at (or listen to)

information from three

different host families in

Egypt, to find out as much

as you can: Where they

live, how many children

they have, what activities

they like to do, etc. Then

decide which family you

would prefer to host you

and list as many reasons

as possible to explain

why.

You and your partner are

exchange students. It will be

your first night with your host

family in Egypt next week and

you want to practice your

conversational skills. You share

pictures of your own family

and you practice with your

partner the kinds of questions

you will ask and how you will

respond.

Moving from Novice

to Intermediate?

36

Can-Do Statements:

InterpersonalInterpersonal

Novice Low:

I can respond to who, what,

when, where questions

Novice Mid:

I can ask who, what, when, where

questions

I can introduce myself and

provide basic personal

information

I can say something about the

members of my family and ask

about someone’s family

You and your partner are exchange

students. It will be your first night

with your host family in Egypt next

week and you want to practice

your conversational skills. You

share pictures of your own family

and you practice with your partner

the kinds of questions you will ask

and how you will respond.


37

Interpretive Interpersonal Presentational

Look at (or listen to) information

from three different host families

in Egypt, to find out as much as

you can: Where they live, how

many children they have, what

activities they like to do, etc.

Then decide which family you

would prefer to host you and list

as many reasons as possible to

explain why.


exchange students. It will be your

first night with your host family

in Egypt next week and you want

to practice your conversational

skills. You share pictures of your

own family and you practice with

your partner the kinds of

questions you will ask and how

you will respond.

The exchange program would

like you to write a letter

describing your family that the

Egyptian students will read to

decide on their American host

family.

Provide as many details as you

can to describe you and your

family. Include likes, dislikes

and activities.

Moving from Novice

to Intermediate?

38

InterpretiveReading

Interpersonal PresentationalWriting

Look at (or listen to) information

from three different host families in

Egypt, to find out as much as you can:

Where they live, how many children

they have, what activities they like to

do, etc. Then decide which family

you would prefer to host you and list

as many reasons as possible to

explain why.

Novice Mid: I can recognize words,

phrases, and characters when I

associate them with things I already

know


exchange students. You share

pictures of your own family and

you practice with your partner the

kinds of questions you will ask

and how you will respond.

Novice Low: I can answer a few

simple questions

Novice Mid: I can ask some simple

questions;

I can communicate basic

information about myself and

people I know

The exchange program would

like you to write a letter

describing your family that the

Egyptian students will read to

decide on their American host

family.

Provide as many details as you

can to describe you and your

family. Include likes, dislikes and

activities.

Novice Mid: I can write about

myself using learned phrases

and memorized expressions


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Moving from Performanceto Proficiency

Learning Checks

• Did students learn what was taught?

Formative Assessment

• Can students apply or manipulate what they have learned?

Summative Assessment• What have students acquired? • Designated point in time (end of unit, program)• Gauge if students reached a benchmark

Formative Assessments

Asking Questions

Elaborate – Add Details

Ask for Clarification

Lead toSummative

AssessmentYou and your partner are exchange students. You share pictures of your own family and you practice with your partner the kinds of questions you will ask and how you will respond.


Asking Questions

Use Memorized Questions

Ask follow-up questions

Practice in Pairs



Lead to Summative Assessment

You and your partner are exchange students. You share pictures of your own family and you practice with your partner the kinds of questions you will ask and how you will respond.


Asking Questions



Practice in Pairs


Add “when & where”

Add “how many”

Practice building on partner’s statements





Asking Questions



Practice in Pairs


Add “when & where”

Add “how many”

Practice building on partner’s statements


“What / Huh?”

Use Question Words to clarify

Paraphrase – “Do you mean to say …?”



Interpersonal Scoring GuideMove from: 1 – 2 – 3 Move to:

Only responds when asked Volunteers comments related to

the discussion

Asks random questions Asks follow-up questions related

to what someone else said

Gives short responses Gives responses with details,

reasons, explanations

Makes partner carry the

conversation

Invites partner to give an

opinion, share ideas (gives an

example of what to say)

Repeats ideas that others

already contributed

Adds ideas, insights, additional

information to make the

discussion more interestingclementi sandrock WAFLT 2016 44

Intermediate & Advanced:

What are the differences?

Advanced Learners can:

• tell about an interesting trip they took

• explain how a science experiment worked from beginning to end

• tell a story about something that happened to someone they know

• relate a current event they have paid attention to

• compare two places, events, times

• solve a problem that has a complication

Can narrate and describe in all major time frames and handle a situation

with a complication

Intermediate Learners can:

• describe a typical day

• ask and answer questions comparing families

• discuss/decide what to wear for a specific event

• purchase a ticket to the movies

• tell about a movie they like

Can create with language, ask and answer simple questions on familiar topics, and handle

a simple situation or transaction

INTERMEDIATE

THEREFORE

Intermediate Learners need to practice:

1. Narrating and telling stories by connecting ideas and sentences

2. Organizing thoughts by using cohesion and chronology

3. Describing by expanding details

4. Expressing a point of view by giving reasons for opinions

5. Using language more spontaneously, more independently

Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation

or transaction

Moving from Intermediate to Advanced

Characteristics of PresentationalWhat will help learners move to the next higher level?

Novice Intermediate Advanced1. Writes words, lists

2. Writes simple sentences

3. Writes formulaic questions

4. Relies on a practiced format

1. Controls sentences/series of sentences

2. Creates with language

3. Starts to tell/retell stories

4. Provides more description

5. Shows some self-correcting/editing

1. Supports arguments (can provide some evidence)

2. Produces paragraphs3. Elaborates

(detail/description)4. Narrates (Multiple

time frames)5. Organizes (cohesion)

What characteristics of Advanced will learners apply?

48

On Demand Polished/Edited Response

Post one blog comment about what the producer of the video we just viewed wants you to do Consider: • What is your opinion?• Share 1-2 specific

steps/examples• Comment (agree/disagree)

with things that others have said on the blog

Summarize the video we just viewed by identifying:1. the stance/side the producer

wants you to take2. Specific steps/examples3. Your agreement or disagreement

with the producer’s stance with reasons to support your argument

4. Share with partner to get feedback on what is or is not easily understood; make changes

Día MundialLos 10 consejos para proteger el medio ambiente

Con motivo del Día Mundial del Medio Ambiente, te proponemos unos consejos para pensar en verde, muy útiles para combatir el calentamiento global. Tomad acción para ser parte de la solución de los problemas medioambientales. Todos podemos aportar nuestro granito de arena para proteger el planeta. Pensar en verde no es tan difícil como parece. A continuación te ofrecemos la manera de reverdecer tu rutina diaria. Todo comienza cuando apagas el despertador...

1. El próximo despertador que te compres que sea solar, no eléctrico.

2. Utiliza una máquina de afeitar eléctrica o manual con cuchillas de repuesto en lugar de las desechables. Será una gran ayuda para reducir desechos. No permitas que corra el agua mientras te estás afeitando, lavando la cara, o cepillando los dientes. ¡Ahorras mucha agua!

3. Después de leer el periódico encárgate de reciclarlo. Para los amantes del zumo, la próxima vez que te toque hacer la compra busca los zumos que vienen en envases reciclables, nunca en individuales. Y cuando salga de casa, no olvides apagar todas las luces y aparatos eléctricos. Incluso desenchufa los que se mantienen en stand by, continúan consumiendo aún cuando no están siendo utilizados. Ahorrar energía ayuda a reducir la polución del aire.

4. Para ir al trabajo, la manera más fácil de reducir tu huella de carbono es evitar las prisas. Así que disminuye la velocidad. Aunque lo ideal sería montar en bicicleta, caminar, viajes compartidos con compañeros, transporte público... Si no puedes prescindir del vehícul, al menos mantén los neumáticos inflados a la presión correcta, contamina menos.

5. Una vez en el trabajo, si necesitas apuntar algo, voltea un antiguo documento y escribe en la parte de atrás.

6. Recicla la basura en el trabajo, en el colegio y en casa. Esta es una de las acciones que más contribuyen a reducir el calentamiento global. De hecho, se estima en actualidad sólo el 25% de lo que arrojamos a la basura es reciclado 49

http://www.mundo-geo.es/green-living/la-hora-del-planeta-2009

http://www.mundo-geo.es/green-living/corea-del-sur-reverdece

http://www.mundo-geo.es/buscar/buscar/ahorrar+agua

http://www.mundo-geo.es/green-living/bombillas-de-ahorro-de-energia-mito-o-realidad

http://www.mundo-geo.es/buscar/buscar/ahorrar+energia

http://www.mundo-geo.es/green-living/el-primer-coche-100-electrico-llega-a-espana

http://www.mundo-geo.es/buscar/bicicleta+para+ir+oficina

http://www.mundo-geo.es/naturaleza/consecuencias-del-calentamiento-global-sobre-el-oceano

http://www.mundo-geo.es/imagen/proteccion-del-medio-ambiente

Possible Content (Predicted) True, False, No Evidence?

If false, what is the correct

information?

1. Using solar energy is the best way to save electricity.

2. Disposable razors are bad for the environment.

3. Save water by collecting rainwater.

4. Don’t drive; use a bicycle.

5. Oil-generated electricity is better for the environment than using coal.

6. More than half of garbage is now recycled.

1.

2.

3.

4.

5.

6.

Los 10 consejos para proteger el medio ambiente

50

Moving from Intermediate toward Advanced

Proof For Proof Against

Young people don’t attend school because of peer pressure

Parents do not encourage young people to go to school

Young people don’t have to go to school to get hired for most jobs available

51

Fill in graphic organizer to identify key details from article on why young people around the world don’t go to school

Performance toward Proficiency

52

LearningExperiences

(Bridge)

What are you already doing to create authentic learning experiences to bridge from performance to proficiency?

Performance leads to Proficiency

53

LearningExperiences

(Bridge)

To bridge from performance to proficiency:

1. Have learners practice using language through simulations of real life activities

2. Use authentic resources (so learners become used to sifting through all they hear, read, or view, but still accomplish the task)

3. Create situations where learners have to ask questions (and don’t already know the answer)

High Leverage Teaching PracticesEileen Glisan and Richard Donato

Ready for Departments to collaboratively explore effective planning for learning, assessing of performance, and developing key communication strategies

Resources to Explore and Learn More

Languages and Literacy Collaboration Center:Access to resources to explore your practice

Bringing Proficiency into Your Classroom

Importance of:

Use of target language

Teaching grammar as concepts in meaningful contexts

Authentic demonstrations in formative and summative assessments


Importance of:

Removing scaffolding

Demonstrating “independent” use of language

Gradual Releaseof Responsibility

Providing Input Sharing Guiding Applying

The teacher demonstrates, models, explains to make input comprehensible. As learners gain proficiency, the teacher guides them in the selection of authentic text.

Learners engage with the content, process input.

I doYou Watch

FROM: STARTALK Learner Centered Learning At A Glance document, adapted from the Fisher & Frey model in Better Learning Through Structure Teaching.

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The teacher scaffolds instruction and begins to guide student work.

The teacher offers support and encouragement and provides feedback.

Learners engage in pair and small group activities that allow them to interpret and express meaning for real-world purposes.

Learners contribute and begin to work with teacher support.

I doYou help

You doI help


Stud

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The teacher monitors and provides feedback.

Learners independently demonstrate progress toward learning targets and self-assess their progress

I do We doYou doI watch


Stud

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Res

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Learners contribute and begin to work with teacher support.Learners engage

with the content, process input.

I do We do You do


Stud

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Res

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Learners contribute and begin to work with teacher support.Learners engage

with the content, process input.

I do We do You do

Stud

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esp

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sib

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What are some activities that you doat each stage of gradual release?

AAPPL Score Report - Interpersonal

http://aappl.actfl.org

Strategies to Move from Novice High to Intermediate Low

https://www.actfl.org/scores

Personal Learning Plan:Strategies to Move from Int-High to Advanced Low

From: Intermediate High To: Advanced Low

I can participate with ease and confidence in

conversations on familiar topics. I can usually talk

about events and experiences in various time

frames. I can usually describe people, places,

and things. I can handle social interactions in

everyday situations, sometimes even when there

is an unexpected complication.

I can participate in conversations about familiar topics that

go beyond my everyday life. I can talk in an organized way

and with some detail about events and experiences in

various time frames. I can describe people, places, and

things in an organized way and with some detail. I can

handle a familiar situation with an unexpected complication.

Can Do Statements Suggested Activities

I can conduct or participate in interviews.

● I can interview for a job or service opportunity

related to my field of expertise.

● I can interview someone about his/her

professional interests and activities.

● I can _______________________

• Find a business owner who speaks your language and

ask them to give you a Mock Interview (practice

interview) for a job at their business.

• Use the Story Corps app in order to record an Interview

with a friend or a family member who was born in another

country about their story of immigrating to the United

States. Why did they choose to leave home? How did

they decide on the city they live in now? What were their

hopes and fears? How has their experience been?

https://storycorps.me/

Interpersonal Tasks

66

Novice Intermediate Intermediate HighAdvanced

Collaboration: Students develop a survey to investigate the eating habits of their friends, interview friends, and discuss the results to create a graph

Storytelling: Students collaborate to retell a familiar story and prepare to present it to their fellow students

Debate: Circulate in the room to find students who have the most similar ideas to your ideas on a debate topic; the resulting small groups work together to create the main points they will make in a debate

Recipes: Students browse online recipes and work in pairs to change ingredients to healthier alternatives

Agreement: Students exchange text messages to determine who has the busiest week

Consensus: Students examine a blog about a news event in the target language country; identify what new information they discover and collaborate to post a reply

Introductions: Practice the first night at your host family’s home: introduce yourself, show your photos, and ask questions of each other’s family and home

Presentation: Plan and practice giving a tour of your school for the group of visiting students. What differences do you need to highlight?

Making Plans: Organize the plan for a day in a new city, agreeing on what to do first, second and last

Analysis: Is it worth it to be famous? With your partner, identify as many advantages and disadvantages as you can

Discussion: How do you change stereotypes? With your partner, examine any ideas about the target culture that have changed during your study of theirlanguage; try to identify what caused a change

Presentational TasksNovice Intermediate Advanced

To Persuade

Record a podcast on which season is the best and why

Create a presentation based on multiple sources of information highlighting ways to promote a balanced lifestyle for teenagers.

Write a review of a movie (book) to convince others your age to see (read) it

To Explain/Inform

Create a brochure explaining activities to do in ____, focused for students interested in arts, history, outdoor activities, or food

Post on a blog two things our school could do (do better) to respect the environment and how that will help

What part of teenage life in ____ would be the hardest for you to adapt to; explain why

ToNarrate

Describe your busiest (healthiest) day of the week and why you consider it so

Post on a website hosted by the ____Tourist Office. Explain what you did on your trip and share exper-iences of cultural differences.

Tell about a time you dealt with stress, share the cause and how you dealt with it

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Describe:One insight you have gained about proficiency

One change you anticipate in your teaching or assessing

One remaining question or issue your are pondering about proficiency

Bringing Proficiencyinto Your Classroom

Marty AbbottACTFL

bringing proficiency into your classroom - actfl · •language is learned and practiced in an...

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