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ACTFL Proficiency

| General Program Goal | Proficiency | Oral Proficiency Expectations |

General Program Goal

Students will attain communicative proficiency in language consistent with their level of study. Proficiency is the student's relative ability to function properly in the target language in specific communicative circumstances.

Proficiency

Proficiency is a measure of one's ability to use language. Proficiency is assessed by considering content/context, function and accuracy. The proficiency rating generally falls into one of the broad levels of Novice, Intermediate, Advanced or Superior. Novice and Intermediate are further divided into the categories of Low, Mid, and High. Advanced is further divided into Advanced and Advanced High. The proficiency that students attain depends on such factors as time, level of control, and classroom activities. A description of the four major levels (from the 1986 ACTFL Proficiency Guidelines) are below.

Novice Speakers can communicate only in common, highly predictable daily situations using memorized and formulaic speech. They may be difficult to understand, even by those accustomed to interacting with nonnative speakers.
Intermediate Speakers can ask and answer questions and can maintain simple conversations on familiar topics using sentences and strings of sentences. They can usually be understood by those accustomed to nonnative speakers, although some repetition may be needed.
Advanced Speakers can converse fluently and discuss topics of personal interest. They can describe and narrate events in the past, present, and future using paragraph-like discourse. They can be understood without difficulty, even by those unaccustomed to nonnative speakers.
Superior Speakers can participate effectively in most formal and informal conversations on practical, social, professional, and abstract topics. They can explain in detail, hypothesize, and support their opinions. At this level, errors never interfere with communication.

LinguaFolio® Self-Assessment Proficiency Grid

Oral Proficiency Expectations

Based on the ACTFL Oral Proficiency Guidelines, the following levels can be reached by students in a five-year secondary sequence of classroom instruction. One year is considered 120 hours of actual time on task in the classroom. An occasional very superior student may, of course, reach the next higher level.

Expected outcomes are given for both Concept Control and Partial/Full Control. Grades are based concept control. Factors such as type of classroom activity, time, motivation, independent practice, and special opportunities enter into the partial and full control necessary to advance on the ACTFL Oral Proficiency scale.

Concept Control

Average student

1st year

0

Novice-Mid

2nd year

1-

Intermediate-Low

3rd year

1

Intermediate

4th year

1+

Intermediate-High

5th year

2

Advanced

Advanced student

1st year

0+

Novice-High

2nd year

1

Intermediate

3rd year

1+

Intermediate-High

4th year

2

Advanced

5th year

2+

Advanced-High

Partial/Full Control

Average student

1st year 0 Novice-Mid
2nd year 0+ Novice-High
3rd year 1- Intermediate-Low
4th year 1 Intermediate
5th year 1+ Intermediate-High

Advanced student

1st year 0+ Novice-High
2nd year 1- Intermediate-Low
3rd year 1 Intermediate
4th year 1+ Intermediate-High
5th year 2 Advanced

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