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# ACTFL Language Proficiency Levels: A Comprehensive Analysis
Author: Dr. Elena Ramirez, PhD in Applied Linguistics, former ACTFL examiner and current professor of Second Language Acquisition at the University of California, Berkeley. Dr. Ramirez has over 20 years of experience in language assessment, curriculum development, and teacher training, specializing in the application and refinement of the ACTFL Proficiency Guidelines.
Keywords: ACTFL language proficiency levels, ACTFL, language proficiency, language assessment, oral proficiency interview, OPI, written proficiency test, WPT, language learning, second language acquisition, proficiency guidelines.
Abstract: This article provides a detailed analysis of the American Council on the Teaching of Foreign Languages (ACTFL) language proficiency levels, exploring their historical context, current relevance in the field of language education, and ongoing debates surrounding their implementation and interpretation. We examine the structure of the six proficiency levels (Novice-Low, Novice-Mid, Novice-High, Intermediate-Low, Intermediate-Mid, Intermediate-High, Advanced-Low, Advanced-Mid, Advanced-High, Superior), discuss the assessment methodologies employed (Oral Proficiency Interview, Written Proficiency Test), and consider the implications for language instruction and learner development. The article concludes by addressing challenges and future directions in the field of ACTFL proficiency assessment.
1. Historical Context of ACTFL Proficiency Levels
The ACTFL proficiency guidelines, defining the ACTFL language proficiency levels, have profoundly shaped language education in the United States since their development. Their origins can be traced back to the post-World War II era, a time marked by increasing awareness of the importance of foreign language skills for national security and international relations. The need for a standardized, reliable, and validated method of assessing language proficiency became apparent, leading to the development of various proficiency scales, including the ACTFL framework. The initial focus was on oral proficiency, culminating in the creation of the Oral Proficiency Interview (OPI), a hallmark of the ACTFL approach. Later, the Written Proficiency Test (WPT) was developed to complement the OPI and provide a comprehensive assessment of both spoken and written skills.
The initial ACTFL proficiency levels were primarily descriptive, providing qualitative descriptors for each level. Over time, however, a more granular and standardized approach has emerged, incorporating both qualitative and quantitative aspects into the assessment process. The evolution of the ACTFL Proficiency Guidelines reflects ongoing research in second language acquisition, psychometrics, and assessment design. The integration of descriptors for each skill area (reading, writing, listening, and speaking) for each ACTFL language proficiency level further enhanced the precision and applicability of the framework.
2. The Structure of ACTFL Proficiency Levels
The ACTFL proficiency guidelines define six proficiency levels, each further subdivided into three sub-levels (except for Superior): Novice-Low, Novice-Mid, Novice-High, Intermediate-Low, Intermediate-Mid, Intermediate-High, Advanced-Low, Advanced-Mid, Advanced-High, and Superior. Each level represents a distinct stage in language development, characterized by specific communicative abilities. These ACTFL language proficiency levels are not simply sequential steps; they reflect qualitatively different ways of interacting in the target language.
Novice: Learners at this level have very limited communicative abilities. They may understand and produce isolated words and phrases, but they struggle to connect them meaningfully.
Intermediate: Learners at this level demonstrate greater communicative competence. They can handle simple conversations, understand basic texts, and express themselves with some fluency, though inaccuracies and limitations remain.
Advanced: Learners at this level possess a high degree of fluency and accuracy. They can handle complex communicative tasks, comprehend nuanced texts, and express themselves with precision and sophistication.
Superior: This level represents near-native fluency and accuracy. Learners at this level exhibit near-native-like control of the language across all skill areas.
Each sub-level within these categories specifies the nuance in the candidate's language abilities. For instance, a Novice-High speaker might be able to handle simple narratives, while a Novice-Low speaker struggles with even basic sentence structures. This detailed differentiation is crucial for accurate placement and individualized instruction.
3. Assessment Methodologies: OPI and WPT
The ACTFL proficiency guidelines are operationalized through two primary assessment tools: the Oral Proficiency Interview (OPI) and the Written Proficiency Test (WPT). The OPI is a one-on-one interview conducted by a trained and certified ACTFL examiner, designed to assess oral proficiency in speaking and listening. The examiner uses a structured set of prompts and conversational strategies to elicit a range of language abilities, enabling a detailed assessment of fluency, accuracy, vocabulary, grammar, and overall communicative effectiveness. The scoring is based on the ACTFL proficiency scale, and the examiner assigns a level based on the candidate's demonstrated abilities.
The WPT, on the other hand, is a written assessment that evaluates reading and writing proficiency. It consists of several tasks designed to assess a range of skills, from basic comprehension to complex written expression. Like the OPI, the WPT employs a scoring system based on the ACTFL language proficiency levels. The combination of OPI and WPT provides a comprehensive picture of a learner's overall language proficiency.
4. Current Relevance and Ongoing Debates
The ACTFL proficiency guidelines remain highly relevant in the field of language education, providing a widely accepted framework for assessing and describing language abilities. They are widely used in educational institutions, government agencies, and businesses to evaluate language proficiency for various purposes, including placement, program evaluation, and professional certification. However, debates continue regarding various aspects of the framework.
Some critics argue that the ACTFL language proficiency levels are overly focused on oral proficiency, potentially neglecting the importance of reading and writing skills. Others raise concerns about the practicality and cost of the OPI and WPT, particularly in resource-constrained environments. Ongoing research also explores the possibility of incorporating additional assessment methods, such as computer-based assessments and integrated performance tasks, to enhance the comprehensiveness and efficiency of language assessment. Furthermore, the challenge of ensuring consistent scoring across different examiners remains a focus of ongoing efforts to standardize and refine the assessment process.
5. Implications for Language Instruction and Learner Development
The ACTFL proficiency guidelines have significant implications for language instruction and learner development. By providing a clear framework for assessing language abilities, they help teachers and curriculum developers to tailor instruction to the specific needs and levels of their students. The guidelines encourage a communicative approach to language teaching, emphasizing the development of functional language skills that enable learners to effectively communicate in real-world contexts. They also inform the selection of appropriate learning materials and assessment strategies, ensuring that instruction is aligned with the learner’s proficiency level and learning goals.
Conclusion
The ACTFL language proficiency levels represent a significant contribution to the field of language assessment and teaching. Their historical development, the structure of the proficiency levels, and the assessment methodologies are all crucial elements shaping how we understand and measure language competence. While ongoing debates and refinements continue, the ACTFL framework remains a powerful tool for evaluating language proficiency, guiding instruction, and fostering learner development. Its continuing relevance is underscored by the persistent need for accurate, reliable, and widely accepted standards in language assessment.
FAQs
1. What is the difference between the ACTFL proficiency levels and other language proficiency frameworks (e.g., CEFR)? While both aim to describe language proficiency, they differ in their specific descriptors, scoring systems, and cultural contexts. The CEFR is a widely used European framework, while ACTFL is primarily used in the United States.
2. How are ACTFL proficiency levels used in the workplace? Many companies utilize ACTFL levels to determine candidates' language abilities for specific roles requiring foreign language skills, ensuring candidates meet the required proficiency levels for effective communication.
3. Can I self-assess my ACTFL proficiency level? Self-assessment can provide a general estimate, but it is not a substitute for formal assessment by a trained examiner. Practice tests and resources can help, but official OPI and WPT assessments remain the most accurate measure.
4. What are the costs associated with taking the OPI and WPT? Costs vary depending on the testing institution and location. It’s best to contact the relevant testing center for accurate pricing information.
5. How long does it take to achieve a specific ACTFL proficiency level? The time required varies greatly depending on factors such as prior language learning experience, learning style, and the intensity of study.
6. Are the ACTFL proficiency levels applicable to all languages? While the framework is adaptable, the specific descriptors might need adjustments for different languages due to their unique grammatical structures and communicative conventions.
7. What resources are available for preparing for the OPI and WPT? Many online resources, textbooks, and preparatory courses are available to help learners prepare for these assessments.
8. How are the ACTFL proficiency levels used in educational settings? Schools and universities use these levels for placement testing, curriculum development, and monitoring student progress in language learning programs.
9. What is the difference between the sub-levels within each proficiency level (e.g., Novice-Low, Novice-Mid, Novice-High)? Each sub-level represents a progressive increase in the learner's ability to perform specific language tasks within that proficiency level. For example, a Novice-High speaker has more fluency and a wider range of vocabulary than a Novice-Low speaker.
Related Articles:
1. "The Oral Proficiency Interview (OPI): A Deep Dive into the Assessment Process": This article details the structure, methodologies, and scoring criteria of the OPI, providing insights into the examiner's role and the interview process.
2. "The Written Proficiency Test (WPT): Evaluating Written Communication Skills": This article focuses on the WPT, explaining the different task types, scoring rubric, and strategies for success.
3. "ACTFL Proficiency Guidelines and the Common European Framework of Reference (CEFR): A Comparative Analysis": This article compares and contrasts the ACTFL and CEFR frameworks, highlighting similarities and differences.
4. "Integrating ACTFL Proficiency Levels into Language Curriculum Design": This article explores how the ACTFL framework can inform the development of effective and engaging language curricula.
5. "Assessing Language Proficiency in the Digital Age: Integrating Technology into ACTFL Assessment": This article examines the role of technology in language assessment, including the development of computer-based tests aligned with ACTFL standards.
6. "The Role of ACTFL Proficiency Levels in Language Teacher Training": This article explores how ACTFL proficiency levels inform the training and professional development of language teachers.
7. "Bridging the Gap: Using ACTFL Proficiency Levels to Enhance Communication Between Learners and Teachers": This article focuses on the use of ACTFL levels to facilitate effective communication between students and instructors.
8. "Case Studies in ACTFL Proficiency Assessment: Insights from Diverse Language Learners": This article presents case studies illustrating how the ACTFL framework is applied to different language learners and contexts.
9. "Challenges and Future Directions in ACTFL Proficiency Assessment": This article discusses the ongoing challenges and future research directions in the field of ACTFL assessment, including issues of validity, reliability, and accessibility.
Publisher: This article is a hypothetical publication and could be published by a reputable academic publisher such as Cambridge University Press or a professional organization like ACTFL itself. These publishers have established authority in the field of language education and assessment, ensuring the article's credibility.
Editor: The hypothetical editor, Dr. Maria Sanchez, PhD in Second Language Acquisition and Director of Language Assessment at a leading university, brings extensive experience in language assessment and editing academic work, ensuring the article's accuracy and clarity.
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| actfl language proficiency levels: Role-plays Nasser Isleem, Ghazi Abuhakema, 2020-12 A reference book for role-plays to be used for effective classroom language teaching and/or oral proficiency assessment. The book includes 300 role plays: 63 at the novice level, 69 at the intermediate level, 136 at the advanced level, and 32 at the superior level according to ACTFL's language proficiency levels. |
| actfl language proficiency levels: 7 Steps to Raising a Bilingual Child Naomi STEINER, Susan L. HAYES, 2008-11-13 The best time to learn a second language is as a child. During childhood, the brain is more receptive to language learning than at any other time in life. Aware that a second language can enrich their child's understanding of other cultures and bring future job opportunities in a world drawn ever closer by globalization, many parents today are motivated to raise their children bilingual. This book helps parents in both monolingual and multilingual families determine and achieve their bilingual goals for their child, whether those goals are understanding others, the ability to speak a second language, reading and/or writing in two languages, or some combination of all of these. The authors explain how the brain learns more than one language, explode common myths, address frequently asked questions, and reveal an array of resources available to families. Packed with insightful anecdotes and powerful strategies, this is a one-of-a-kind guidebook for those seeking to provide their children with a uniquely valuable experience. |
| actfl language proficiency levels: The Seal of Biliteracy Amy J. Heineke, Kristin J. Davin, 2020-02-01 This edited volume examines the Seal of Biliteracy (SoBL), a relatively new policy initiative that has received little attention in scholarly and practical literature. The contributions seek to expand the literature by presenting case studies of policy implementation in diverse contexts across the United States. This book is organized into four sections: (1) introduction to the SoBL, including history of the policy initiative and national trends in policy design and implementation, (2) case studies of macro-level policy implementation, including a diverse array of contexts across the country that have approached the SoBL in unique ways (e.g., legislation v. educational code, prioritizing world v. home languages), (3) case studies of micro-level implementation, including schools and districts that award the SoBL to diverse student populations through various language programs (e.g., English-dominant v. linguistically diverse; world language v. dual-language programs), and (4) conclusions and future directions, including actionable next steps for policy makers, administrators, educators, and researchers. Members of various professional organizations will benefit from this text, including the National Association for Bilingual Education (NABE), Teachers of English to Speakers of Other Languages (TESOL), the American Council for Teaching of Foreign Languages (ACTFL), as well as participants in local affiliates for bilingual, English as a second language (ESL), and world language education. |
| actfl language proficiency levels: Developing Professional-Level Language Proficiency Betty Lou Leaver, Boris Shekhtman, 2002-09-26 This 2002 book examines approaches to teaching students making the transition from 'advanced' or 'superior' proficiency in a foreign language to 'near-native' ability. |
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| actfl language proficiency levels: Testing for Teacher Certification Michael Chernoff, William P. Gorth, 1986 Teacher certification testing is the most widely discussed topic in education. This book explores the history of the movement, relevant legal and technical issues, and program design and implementation. |
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| actfl language proficiency levels: Grading for Equity Joe Feldman, 2018-09-25 Joe Feldman shows us how we can use grading to help students become the leaders of their own learning and lift the veil on how to succeed. . . . This must-have book will help teachers learn to implement improved, equity-focused grading for impact. —Zaretta Hammond, Author of Culturally Responsive Teaching & The Brain Crack open the grading conversation Here at last—and none too soon—is a resource that delivers the research base, tools, and courage to tackle one of the most challenging and emotionally charged conversations in today’s schools: our inconsistent grading practices and the ways they can inadvertently perpetuate the achievement and opportunity gaps among our students. With Grading for Equity, Joe Feldman cuts to the core of the conversation, revealing how grading practices that are accurate, bias-resistant, and motivational will improve learning, minimize grade inflation, reduce failure rates, and become a lever for creating stronger teacher-student relationships and more caring classrooms. Essential reading for schoolwide and individual book study or for student advocates, Grading for Equity provides A critical historical backdrop, describing how our inherited system of grading was originally set up as a sorting mechanism to provide or deny opportunity, control students, and endorse a fixed mindset about students’ academic potential—practices that are still in place a century later A summary of the research on motivation and equitable teaching and learning, establishing a rock-solid foundation and a true north orientation toward equitable grading practices Specific grading practices that are more equitable, along with teacher examples, strategies to solve common hiccups and concerns, and evidence of effectiveness Reflection tools for facilitating individual or group engagement and understanding As Joe writes, Grading practices are a mirror not just for students, but for us as their teachers. Each one of us should start by asking, What do my grading practices say about who I am and what I believe? Then, let’s make the choice to do things differently . . . with Grading for Equity as a dog-eared reference. |
| actfl language proficiency levels: The Routledge Handbook of Heritage Language Education Olga E. Kagan, Maria M. Carreira, Claire Hitchens Chik, 2017-03-03 The Routledge Handbook of Heritage Language Education provides the rapidly growing and globalizing field of heritage language (HL) education with a cohesive overview of HL programs and practices relating to language maintenance and development, setting the stage for future work in the field. Driving this effort is the belief that if research and pedagogical advances in the HL field are to have the greatest impact, HL programs need to become firmly rooted in educational systems. Against a background of cultural and linguistic diversity that characterizes the twenty-first century, the volume outlines key issues in the design and implementation of HL programs across a range of educational sectors, institutional settings, sociolinguistic conditions, and geographical locations, specifically: North and Latin America, Europe, Israel, Australia, New Zealand, Japan, and Cambodia. All levels of schooling are included as the teaching of the following languages are discussed: Albanian, Arabic, Armenian (Eastern and Western), Bengali, Brazilian Portuguese, Chinese, Czech, French, Hindi-Urdu, Japanese, Khmer, Korean, Pasifika languages, Persian, Russian, Spanish, Turkish, Vietnamese, and Yiddish. These discussions contribute to the development and establishment of HL instructional paradigms through the experiences of “actors on the ground” as they respond to local conditions, instantiate current research and pedagogical findings, and seek solutions that are workable from an organizational standpoint. The Routledge Handbook of Heritage Language Education is an ideal resource for researchers and graduate students interested in heritage language education at home or abroad. |
| actfl language proficiency levels: Making Languages Our Business American Council on the teaching of Foreign Languages, 2019-05-15 |
| actfl language proficiency levels: Principles and Practice in Second Language Acquisition Stephen D. Krashen, 1987 |
| actfl language proficiency levels: Standards for Foreign Language Learning in the 21st Century National Standards in Foreign Language Education Project (U.S.), 2006 This volume incorporates the national standards for the following languages: Arabic, Chinese, Classical Languages, French, German, Italian, Japanese Portuguese, Russian and Spanish. |
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| actfl language proficiency levels: Foreign Language Framework for California Public Schools California. Curriculum Development and Supplemental Materials Commission, California. Department of Education, 2003 |
| actfl language proficiency levels: Third language acquisition Camilla Bardel, Laura Sánchez, This book deals with the phenomenon of third language (L3) acquisition. As a research field, L3 acquisition is established as a branch of multilingualism that is concerned with how multilinguals learn additional languages and the role that their multilingual background plays in the process of language learning. The volume points out some current directions in this particular research area with a number of studies that reveal the complexity of multilingual language learning and its typical variation and dynamics. The eight studies gathered in the book represent a wide range of theoretical positions and offer empirical evidence from learners belonging to different age groups, and with varying levels of proficiency in the target language, as well as in other non-native languages belonging to the learner’s repertoire. Diverse linguistic phenomena and language combinations are viewed from a perspective where all previously acquired languages have a potential role to play in the process of learning a new language. In the six empirical studies, contexts of language learning in school or at university level constitute the main outlet for data collection. These studies involve several language backgrounds and language combinations and focus on various linguistic features. The specific target languages in the empirical studies are English, French and Italian. The volume also includes two theoretical chapters. The first one conceptualizes and describes the different types of multilingual language learning investigated in the volume: i) third or additional language learning by learners who are bilinguals from an early age, and ii) third or additional language learning by people who have previous experience of one or more non-native languages learned after the critical period. In particular, issues related to the roles played by age and proficiency in multilingual acquisition are discussed. The other theoretical chapter conceptualizes the grammatical category of aspect, reviewing previous studies on second and third language acquisition of aspect. Different models for L3 learning and their relevance and implications for representations of aspect and for potential differences in the processing of second and third language acquisition are also examined in this chapter. As a whole, the book presents current research into third or additional language learning by young learners or adults, considering some of the most important factors for the complex process of multilingual language learning: the age of onset of the additional language and that of previously acquired languages, social and affective factors, instruction, language proficiency and literacy, the typology of the background languages and the role they play in shaping syntax, lexicon, and other components of a L3. The idea for this book emanates from the symposium Multilingualism, language proficiency and age, organized by Camilla Bardel and Laura Sánchez at Stockholm University, Department of Language Education, in December 2016. |
| actfl language proficiency levels: Languages and Learners Helena Anderson Curtain, Carol Ann Dahlberg, 2016 For courses in ESL Methods (ELL) and Foreign Language Methods (Elementary) (ELL) A classic in the field! Packed with a wealth of strategies and activities ready to use in the K-8 foreign language classroom, this guide is an ideal resource for teachers, supervisors, and planners. Both a methods text and a practical guide for schools and teachers, Languages and Learners is designed to help those preparing to teach languages, especially at the elementary and middle school K-8 levels; practitioners already involved with language teaching; and teachers, parents, and administrators engaged in the planning or evaluation process. In it the authors include the theoretical and practical elements that have been important in their own classroom practice. Intended as an entry-level resource to help new teachers get oriented to what is important and available in the profession, the book is based on scholarship, yet written by practitioners with practitioners in mind. Popular, accessible, and engaging, Languages and Learners is a classic in the field, now updated to include a new organization around the TELL (Teaching Effectiveness for Language Learning) Framework; new examples and illustrations of the concepts; new insights from guest contributors; and new coverage of today's important issues, such as technology in the classroom, assessment, differentiated instruction, the Common Core State Standards, and more. |
| actfl language proficiency levels: The European Language Portfolio David Little, Council of Europe, 2011-01-01 The European Language Portfolio aims to foster the development of learner autonomy, intercultural awareness and plurilingualism. Teachers of particular languages working on their own can use the ELP to promote learner autonomy, but the goals of intercultural awareness and plurilingualism invite us to use the ELP in all foreign language classes at all levels in the school. The guide introduces the language education policy that underpins the ELP, explores the key concepts that it embodies, and explains how to plan, implement and evaluate whole-school ELP projects. The ten case studies published on the project website illustrate various dimensions of ELP use and include practical suggestions and activities for teachers and learners. |
| actfl language proficiency levels: To Advanced Proficiency and Beyond Newel Anthony Brown, Jennifer Bown, 2015-01-02 Due to the pressures of globalization, American society increasingly needs citizens who can carry out Superior level functions in languages other than English. Instructors, researchers, and students of second language acquisition seek scholarly resources to help satisfy this demand. In this volume, leading experts in second language acquisition and language planning supply cutting-edge research on working memory and cognition and empirical studies of effective teaching. The theoretical and empirical work in these pages is complemented by descriptions of successful pedagogical practices that take students from the Advanced to the Superior levels and beyond. With examples ranging across a number of languages, including Russian, Chinese, and Arabic, the volume will serve a broad audience. This practical handbook will help seasoned instructors improve outcomes, while it can also be used for training new instructors in methods courses. |
| actfl language proficiency levels: Second Handbook of English Language Teaching Xuesong Gao, 2019-10-23 The Second Handbook of English Language Teaching provides a comprehensive examination of policy, practice, research and theory related to English language teaching in international contexts. Over 70 chapters focus on the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second-language acquisition and pedagogy. In countries around the globe, English has become the second language taught most frequently and intensively. In many countries, particularly in Asia, government policies have made English a part of the curriculum from primary school on. Demand for English teaching by parents and adult learners is fueled by the desire to increase economic competitiveness, globalization of the workforce, immigration, and a move toward lifelong learning. Immigration has led to an increased demand for English-language teaching even in countries where English is the dominant language. |
| actfl language proficiency levels: MAKING COMMUNICATIVE LANGUAGE TEACHING HAPPEN James F. Lee, Bill VanPatten, 2003-05-19 Table of contents |
| actfl language proficiency levels: Foreign Language Units for All Proficiency Levels Carl Falsgraf, 2007 Language students learn best when given the opportunity to communicate meaningful content in realistic settings. See how technology can help! |
| actfl language proficiency levels: ESL Standards for Pre-K-12 Students Teachers of English to Speakers of Other Languages, 1997 The guide outlines performance standards for each of three broad goals of English-as-a-Second-Language teaching in elementary and secondary education. The three goals include: use of English to communicate in social settings; use of English to achieve academically in all content areas; and use of English in socially and culturally appropriate ways. Within each of these three goals, three more specific performance standards are enumerated. An introductory section explains the rationale, origins, and use of these standards. Subsequent sections, one for each grade group (pre-K-3, 4-8, 9-12), detail appropriate descriptors and progress indicators for each standard for students at that level. In addition, a brief vignette illustrates their use in the classroom, and some further discussion follows. A glossary is included and supporting documentation is appended. Contains 57 references. (MSE) |
| actfl language proficiency levels: The Big CI Book Ben Slavic, 2017 |
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Revised ACTFL Proficiency Guidelines Released
The 2024 revisions improve clarity and accessibility and enhance the utility of the Guidelines by aligning them to key documents, such as the World-Readiness Standards for Learning …
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The ACTFL Proficiency Guidelines (the Guidelines) describe an individual’s language skills in terms of proficiency: the ability to use language to accomplish communication objectives. They …
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Why Join ACTFL? ACTFL is the premier membership association for more than 11,000 language professionals at all levels. Connect with and learn from a select network of educators, …
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ACTFL is an individual membership organization of thousands of language educators and administrators from elementary through graduate education, as well as government and industry. …
About ACTFL
ACTFL’s innovative quality research, standards, assessments, professional development, and publications empower us to advance the practice of language learning. The influence of our work …
ACTFL | World-Readiness Standards for Learning Languages
ACTFL Assessments are recognized as the gold standard. ACTFL proficiency tests are used worldwide by academic institutions, government agencies, and private corporations.
ACTFL Assessments
ACTFL offers K12 assessment for grades 3-12 across hundreds of school districts in 47 states and the District of Columbia. ACTFL assessments can be used to obtain the Seal of Biliteracy.
ACTFL 2025
Attend the 2025 ACTFL Annual Convention and World Languages Expo in New Orleans from Friday, November 21 through Sunday, November 23 at the Ernest N. Morial Convention Center. The …
Revised ACTFL Proficiency Guidelines Released
The 2024 revisions improve clarity and accessibility and enhance the utility of the Guidelines by aligning them to key documents, such as the World-Readiness Standards for Learning …
Home - ACTFL Central
Join ACTFL. Providing vision, leadership and support for quality teaching and learning of languages. Join
ACTFL Proficiency Guidelines 2024
The ACTFL Proficiency Guidelines (the Guidelines) describe an individual’s language skills in terms of proficiency: the ability to use language to accomplish communication objectives. They portray …
Educator Resources - ACTFL
The ACTFL Proficiency Guidelines are a description of what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and …
Membership - ACTFL
Why Join ACTFL? ACTFL is the premier membership association for more than 11,000 language professionals at all levels. Connect with and learn from a select network of educators, …
