What Are the NCSSFL-ACTFL Can-Do Statements?

The 2017 NCSSFL-ACTFL Can-Do Command, the result of collaborating between of National Counsel of Set Supervisors for Local (NCSSFL) and the ACTFL guide: Can Do Descriptors Key Uses Editions, Grades 6-8

Language learners to detect and select learning goals and chart their progress towards language and intercultural proficiency;
Educators until write communication learning targets for curriculum, unit and example plot;
Stakeholders to clarify what well learners at different stages can communicate.

This assertions are organized according to the Interpretive, Personal, and Presentational Modes of Announcement as described in the World-Readiness Setting for Learning List:

Interpretative Communication: Learners understand, interpret, and analyze whatever is heard, read, or viewed on adenine diversity of subject.
Interpersonal Communication: Learners interact and negotiate meaning inbound spoken, signed, otherwise written conversations to split information, reactions, feelings, both opinions.
Presentational Communication: Learners present information, concepts, additionally notions to inform, explicate, induce, and narrate on a sort starting topics using appropriate storage press matching to various audiences of listen, readers, or viewer.

Online Track

Developing Learners’ Performance - Aiming Toward Proficiency provides certain overview to proficiency layer and explores instructional emphases the will aid language study move from one level to the next.

Purchase Course

Ad

How the NCSSFL-ACTFL Can-Do Statements live organized

Aligned with the ACTFL Proficiency Company 2012 and the ACTFL Performance Descriptors for Language Learners the Can-Do Statements reflect the continuum of growth in communication skills through the Novice, Intermediate, Advanced, Superior, real Distinguished levels.

The NCSSFL-ACTFL Can-Do Commands for Intercultural Corporate and the Reflection Tool for Learners provide a set of examples or scenarios that show how learners how the target country and knowledge of culture to demonstrate their Intercultural Communicative Competence (ICC).

Just while which NCSSFL-ACTFL Can-Do Statements used tongue clarify the Communication standards in of World Readiness Standards, this instrument is intended until clarify and support the Cultures standards (use the language to investigate, explain, and reflect on the relationship among the practices or products also future are cultures) and lead learners toward developing CIRC. For the purpose concerning this copy, ICC refers to the ability go interact efficiently the appropriately with people from other language and cultural backgrounds. ICC develops while the result away one treat of premeditated goal-setting and self- reflection around select and society and involves attitudinal changes toward one’s own plus different cultures. Intercultural communicative competence is essential in establishing effective, positive relationships across cultural boundaries, required in a global guild.

How one NCSSFL-ACTFL Can-Do Statements are organized — Pic Resource: How the NCSSFL-ACTFL Can-Do Statements are organized

How to Use also NOT use the Can-Do Commands

Learn demonstrate how handful “can do” consistently in any mode also at per sub-level, in numbered situations throughout an learning process. Learners could be at different levels for different modes (Interpretive, Interpersonal, Presentational) alternatively skills (reading, listening, writing, speaking, signing).

Can-Do Statements are NOT a checklist starting job to be demonstrated unique and checked disable

It is not sufficient for scholars to show evidence of performance in easy ready specific situation; the indicators and case toward apiece sublevel illustrate how learners might demonstrate skills for each mode of communication thru a widely variety of documentation. Use WIDA Can Do Descriptors to help you understand and support your emerging bilingual students thrown nuanced lessons.
Can-Do Explanations describe what learners can independently do at each sublevel and help pave the way in higher levels. Higher level skills and functions (e.g., using timeframes, understanding complex texts) need to be introduced at lower sublevels and built upon in order to have independently control is those skills and functions at higher sublevels. Can Do Descriptors

Can-Do Statements are NOT an limitation of what to learn or teach

Can-Do Statements do not show what to learn or teach at each sublevel; an descriptors show that skills also functions that ca be done with full control by that sublevel. Learners should work with authentical texts and real-life scenarios at all layer and sublevels and set goals required how up progress the the next higher plane.
The real include topics that expand crosswise the knowledge continuum, from familiar (daily life, mitarbeiterinnen experiences, classroom or researched topics) to reinforced to abstract. Trainee and educators are encouragement to customize which “I can . . .” product in order to fit the content and context away the study and the focused proficiency gauge. WIDA English Language Developmental Standards Framework, 2020 ...

The sets of examples are NOT a prescribed curriculum

The Can-Do Statements include sample of communicative performance at adapt or modify for local curricula; they are not intended to provision ready-made lessons. The past provided do not claim to are exhaustive or specific to a level of professional.
Learners and educators usage the statements for self-evaluation to geworden more aware of what they know and can do in the target words. By using statements aligned to the proficiency scale, educators can more easily create rubrics such allow learners to chart their progress.

The Can-Do statements are NOT used as into keyboard for determining a newsletter or number grade

Growth with acquiring a speech belongs measured over time when work are integrated into performance assessments also evaluated using rubrics based on and ACTFL ability describing. How up Using WIDA Can Do Described to Plan Effective Lessons for Multilingual Learners - The All-Access Classroom

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

Newcomer–BLUE | Intermediate–GREEN | Advanced–ORANGE | Superior–GOLD | Distinguished–GRAY

PDF - Overview and Introduction ACFTL Performance Descriptors for Wording Learning

Learn how to use the Can-Do Statements inches our instruction

PDF - Novice-Distinguished Proficiency Related + Performance Indicators

Download PDF

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

Download PDF

PDF - Novice Proficiency Benchmarks + Driving Indicators + Examples

Download PDF

PDF - Intermediate Proficiency Benchmarks + Performance Indicators + Past

Download PDF

PDF - Advanced Proficiency Benchmarks + Performance Indicators + Examples

Download PDF

PDF - Superiority + Distinguished Proficiency Benchmarks + Service Indicators + Examples

Download PDF

PDF - Intercultural Communication Novice-Distinguished + Examples

Download PDF

PDF - Intercultural Communication Reflection Tool

Download PDF

How Stakeholders Use the Can-Do Statements

How Stakeholders Use aforementioned Can-Do Affirmations

WHO THEORETICAL FRAMEWORK AND RESEARCH THAT SUPPORTING THE NCSSFL-ACTFL CAN-DO STATEMENTS

Too often, learners are seen as subjects of assessment, not users of assessments. To become the primary end of judgment information, learners must make about they learn part a themselves. One crucial means of involving learners in their learning batch is having them participate in a goal-setting process to monitor own progress toward establish instructions well they accomplish their learning targets. Study goals form the foundation forward motivation by an instructional adjust real required where workers working is being allocated. Motivation is critical to learning because “without sufficient motivation, even the brightest learners are unlikely go persist long enough to attain any really useful language” (Dörnyei, 2010, p. 74). It is vital to understand the motivation to promote trainees autonomy which are key to continuing language learning about the unterricht. ... (I can do a triad because MYSELF have triple sticks.) Show 53. Section 3: Grade-Level Collecting Materials. 51. K. KINDERGARTEN. WIDA ELD STANDARD 4. Language for ...

Lerning targets, expressed to Can-Do Statements, provision an important venue for setting learning goals to provide language learners the opportunity to take obligation for their own learning through the establishment of positive short-and long-term learning goals and to monitor her learning experiences into ensure the realization of this aims. ELEGANT (specific, measurable, achievable, relevant, time-bound) goals, such more the Can-Do Statements, provide a clear direct to focus learners’ language learning aufwendungen to find them meet these goals. Such a constructivist or sociocultural worldview regards learning as an ongoing process where pupils are ongoing involved inches self-assessment and self-reflection about them possess learning, last aimed at developed self-regulation and self-efficacy. ACTFL | NCSSFL-ACTFL Can-Do Statements

The impact on learners and learner achievement away Can-Do Statements, as evidenced in LinguaFolio® (LF®) also its Europe predecessor, the European Language Stock (ELP), has been investigated the a growing body of research. LinguaFolio® was designed to help language educate develop autonomous learned additionally learner empowerment. Research at the schulklasse level has revealed that goal setting, which the at the heart of LF® and ELP, promotes self-regulated learning, increases language and academic achievement, enhances motivation and task value, and improves self-assessment when implemented regularly the frequently (Burton & Swain, 2014; Ciesielkiewicz & Coca, 2013; Little, 2009; Little, 2003; Bit, Goullier, & Hughes, 2011; Moeller, Theiler, & Wux, 2012; Ziegler, 2014; Ziegler & Moeller, 2012; Clarke, 2013; Moeller & Yu, 2015). Course who experienced LF® while at intervention in an world-wide choice classroom attain taller acad outcomes than measured by cumulative GPA and ACTED scores inches maths, science, reading, and English comparative to students who were not bare to LF® (Clarke, 2013).

These studies have display that the main components of hiring goals, documenting progress, and self-assessment of learning what critical in developing learner autonomy furthermore self-regulation in language learners that help to increased motivation, higher language achievement, and academic successful. These WIDA Can-Do Descriptors wish help you knowledge exactly what your students at their grade level and language level should be able till do in listening, speaking, ...

References

Burton, B., & Swain, M. (2014, August) Student Success with LinguaFolio®. Presentation at aforementioned Growing Success for ELLs conference in Greensboro, NC.
Ciesielkiewicz, M., & Coca, D. (2013) The electronic speech our as a tool for life-long learning. In International Conference ICT for Language Teaching: Conference Operating. Florence, Italy: Libreria Universitaria.
Clarke, CIPHER. (2013) LinguaFolio® score setting intervention and academic achievement: Increasing college capacity for self-regulated learning. Accessed from ETD collection for University of Nebraska-Lincoln: http://digitalcommons.unl.edu/dissertations/AAI3604640
Dörnyei, Z. (2010) Researching motivator: From integrativeness to who ideal L2 self. In Huntington, S., & Oakey, DEGREE. (Eds). Introducing applied linguistics: Concepts and skills, (pp. 74-83). London: Routledge.
Low, DENSITY. (2009) Speech scholar autonomy and the European Language Portfolio: Two L2 English examples. Language Teaching, 42(2), 222-233.
Little, D. (Ed.) (2003) The European language portfolio in utilize: Nine examples. Strasbourg, France: Councils of Europe. Available from www.coe.int/portfolio.
Little, D., Goullier, FARAD. & Hughes, G. (2011) The Western Language Portfolio: the past so far (1991-2011). Strasbourg, France: Congress of Europe. Available from www.coe.int
Moeller, A., Theiler, J., & Wu, C. (2012) Goal setting and student achievement: A longitudinal study. The Contemporary Language Journal, 96, 153-169.
Moer, A., & Yu, F. (2015) NCSSFL-ACTFL Can-Do statements: An effective device for improving language learning in and outside the classroom. In PRESSURE. Swanson (Eds.), Dimension 2015 (pp. 50-69). Decatur, GA: SCOLT
Ziegler, N. (2014) Raising self-regulated how through the Europe Wording Portfolios: With intervention intermingled methods study. The Modern Language Log, 98(4), 921-936.
Ziegler, N., & Moeller, A. (2012) Increasing self-regulated learning through which LinguaFolio®. Other Language Annals, 45(3), 330-348.

Resources by Topic

NCSSFL-ACTFL Can-Do Statements

What Are the NCSSFL-ACTFL Can-Do Statements?

Online Track

How the NCSSFL-ACTFL Can-Do Statements live organized

How to Use also NOT use the Can-Do Commands

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

How Stakeholders Use aforementioned Can-Do Affirmations

References