D2k4mc04236t2s Cloudfront Net Content Uploads 2013 Actfl Proficiency Guidelines 2012 Speaking
Welcome to the ACTFL Proficiency Guidelines 2012 online. Hither you lot will observe the most current version of the ACTFL Proficiency Guidelines for Speaking, Writing, Listening, and Reading made interactive through the inclusion of glossed terms and multimedia exemplars. You can explore the Guidelines past skill or by level, listen to and read samples in English that represent abilities at each of the major proficiency levels.
Download the consummate text of the ACTFL Proficiency Guidelines 2012 document in a PDF format.
Previous versions of the Guidelines are bachelor here: 1986, 1999, 2001.
Download the Guidelines Pyramid suitable for printing: 8.v 10 11 (PDF) or 11 x 17 (PDF).
Purchase the Oral Proficiency Levels in the Workplace 24 x 36 poster or download information technology for printing (PDF).
The ACTFL Proficiency Guidelines 2012 may be used for non-profit, educational purposes only, provided that they are reproduced in their entirety, with no alterations, and with credit to ACTFL. Any redistribution or reproduction of role or all of the examples in any form is prohibited other than for non-profit, educational purposes. Y'all may not, except with ACTFL's express written permission, distribute or commercially exploit any media content.
General Preface to the ACTFL Proficiency Guidelines 2012
The ACTFL Proficiency Guidelines are a description of what individuals tin practice with linguistic communication in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context. For each skill, these guidelines identify five major levels of proficiency: Distinguished, Superior, Avant-garde, Intermediate, and Novice. The major levels Advanced, Intermediate, and Novice are subdivided into High, Mid, and Low sublevels. The levels of the ACTFL Guidelines describe the continuum of proficiency from that of the highly articulate, well-educated language user to a level of little or no functional power.
These Guidelines present the levels of proficiency equally ranges, and draw what an individual can and cannot practise with language at each level, regardless of where, when, or how the language was acquired. Together these levels form a hierarchy in which each level subsumes all lower levels. The Guidelines are non based on any particular theory, pedagogical method, or educational curriculum. They neither describe how an individual learns a language nor prescribe how an individual should larn a language, and they should non exist used for such purposes. They are an instrument for the evaluation of functional language ability.
The ACTFL Proficiency Guidelines were commencement published in 1986 as an accommodation for the academic community of the U.Due south. Government's Interagency Language Roundtable (ILR) Skill Level Descriptions. This third edition marks the third edition of the ACTFL Proficiency Guidelines includes the outset revisions of Listening and Reading since their original publication in 1986, and a second revision of the ACTFL Speaking and Writing Guidelines, which were revised to reflect real-world assessment needs in 1999 and 2001 respectively. New for the 2012 edition are the addition of the major level of Distinguished to the Speaking and Writing Guidelines, the division of the Advanced level into the iii sublevels of High, Mid, and Low for the Listening and Reading Guidelines and the addition of full general level clarification at the Avant-garde, Intermediate, and Novice levels for all skills.
Another new feature of the 2012 Guidelines is their publication online, supported with glossed terminology and annotated, multimedia samples of performance at each level for Speaking and Writing, and examples of oral and written texts and tasks associated with each level for Reading and Listening.
The directly application of the ACTFL Proficiency Guidelines is for the evaluation of functional linguistic communication ability. The Guidelines are intended to be used for global assessment in academic and workplace settings. However, the Guidelines do accept instructional implications. The ACTFL Proficiency Guidelines underlie the development of the ACTFL Performance Guidelines for K-12 Learners (1998) and are used in conjunction with the National Standards for Foreign Linguistic communication Learning (1996, 1998, 2006) to describe how well students meet content standards. For the past 25 years, the ACTFL Guidelines have had an increasingly profound impact on foreign language teaching and learning in the Usa.
Acknowledgements
ACTFL is deeply indebted to the many individuals who contributed to the previous editions of the Proficiency Guidelines.
In addition, ACTFL wishes to admit the principal authors and editors of this 3rd Edition of the Proficiency Guidelines: Elvira Swender, Daniel J. Conrad, and Robert Vicars; and the invaluable contributions of the project consultants: Mahdi Alosh, Karen Breiner-Sanders, Ray T. Clifford, Helen Hamlyn, David Hiple, Judith Liskin-Gasparro, Pardee Lowe, Jr., Cynthia Martin, Karl F. Otto, Jr., Benjamin Rifkin, Mildred Rivera-Martinez, and Erwin Tschirner.
Finally, ACTFL is about appreciative of the comments and feedback from the many members of the profession who contributed generously of their time and expertise in reviewing before drafts of this document.
Source: https://www.actfl.biz/resources/actfl-proficiency-guidelines-2012
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