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Direct linkMoeller, Aleidine J. – Modern Language Journal, 2013
A standard of language proficiency recommended for world language preservice teachers has been set at advanced low as defined by the ACTFL Proficiency Guidelines. The National Council for the Accreditation of Teacher Education (NCATE) requires that foreign language teacher candidates in specific languages (e.g., French, German, Spanish) achieve…
Descriptors: Second Language Learning, Language Proficiency, Language Teachers, Second Language Instruction
Wei, Miaochun – ProQuest LLC, 2017
This quant-QUAL sequential explanatory mixed methods study describes a framework for evaluating the communicative competence (Canale & Swain, 1980; Canale, 1983) of non-beginner students of Chinese for placement purposes at U.S. four-year postsecondary institutions. A pragmatic lens was used to collect and analyze data that generated a…
Descriptors: Communicative Competence (Languages), Second Language Learning, Second Language Instruction, Chinese
Norris, John M. – Modern Language Journal, 2013
The issue and commentary papers in this "Perspectives" column address one use of assessments--speaking and writing proficiency assessments based on the American Council on the Teaching of Foreign Languages (ACTFL, 2012) Proficiency Guidelines--as a means for establishing and maintaining one important competency standard for world…
Descriptors: Second Language Instruction, Second Language Learning, Language Teachers, Teacher Certification
Glisan, Eileen W.; Swender, Elvira; Surface, Eric A. – Foreign Language Annals, 2013
The renewed national focus on teacher quality and effectiveness has resulted in more rigorous standards that describe the knowledge and skills required of teacher candidates across all disciplines. In the area of foreign languages, three sets of professional standards address the oral proficiency of teachers in the target languages they teach…
Descriptors: Oral Language, Language Proficiency, Teacher Effectiveness, Standards
Tedick, Diane J. – Modern Language Journal, 2013
In her paper, Burke questions whether top-down proficiency mandates will positively impact teacher practice. Her main argument is the following: The requirement that foreign language (FL) teachers demonstrate an advanced level of proficiency does not guarantee that they will be more effective K-12 FL teachers; on this point, the author agrees with…
Descriptors: Language Proficiency, Second Language Instruction, Second Language Learning, Second Language Programs
Norris, John M.; Pfeiffer, Peter C. – Foreign Language Annals, 2003
Oral proficiency ratings, based on the ACTFL Guidelines and derived from live or simulated oral proficiency interviews (SOPIs), enjoy widespread use in the United States. In particular, college foreign language departments have increasingly adopted oral proficiency ratings as a way of establishing standards for language or graduation requirements.…
Descriptors: Second Language Learning, Graduation Requirements, German, Second Language Instruction
