Understanding Proficiency

There can be no quality world language learning the 21st century without an understanding of the role that proficiency plays in language development.

Sadly, the world is full of young people and adults who studied languages for many years who confess that they never really learned how to speak the language. In all likelihood, those programs were designed to cover material in textbooks . . . students learned rules; they practiced those rules, they took tests to show that they could apply the rules and went on to the next chapter to continue with the same routine.

When programs are built on an understanding of proficiency, they are guided through clearly delineated stages of language development that leave students with concrete skills that they can use to put their language to use. Such programs not only produce students with skills. They also produce learners who feel a sense of accomplishment and forward motion who tap into feelings to continue their journey.

Steps to Understanding Proficiency

Teachers develop an understanding of the ACTFL Proficiency Guidelines* which define what learners are able to do at the various stages of language development

*created by the American Council on the Teaching of Foreign Languages

Proficiency targets are set for each language learning course

Teachers develop learning experiences designed to work on the skills appropriate to the students’ development

Students have frequent opportunities to demonstrate their skills

Students learn about the proficiency targets and use their knowledge to self and peer assess their language growth and to provide feedback.

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