He said that development is a spontaneous process that is initiated and completed by the children, stemming from their own efforts.
Here you will find the most current version of the ACTFL Proficiency Guidelines for Speaking, Writing, Listening, and Reading made interactive through the inclusion of glossed terms and multimedia exemplars.
You can explore the Guidelines by skill or by level, listen to and read samples in English that represent abilities at each of the major proficiency levels. Previous versions of the Guidelines are available here: Any redistribution or reproduction of part or all of the examples in any form is prohibited other than for non-profit, educational purposes.
For each skill, these guidelines identify five major levels of proficiency: Distinguished, Superior, Advanced, Intermediate, and Novice. The levels of the ACTFL Guidelines describe the continuum of proficiency from that of the highly articulate, well-educated language user to a level of little or no functional ability.
These Guidelines present the levels of proficiency as ranges, and describe what an individual can and cannot do with language at each level, regardless of where, when, or how the language was acquired. Together these levels form a hierarchy in which each level subsumes all lower levels.
The Guidelines are not based on any particular theory, pedagogical method, or educational curriculum. They neither describe how an individual learns a language nor prescribe how an individual should learn a language, and they should not be used for such purposes.
They are an instrument for the evaluation of functional language ability. This third edition marks the third edition of the ACTFL Proficiency Guidelines includes the first revisions of Listening and Reading since their original publication inand a second revision of the ACTFL Speaking and Writing Guidelines, which were revised to reflect real-world assessment needs in and respectively.
New for the edition are the addition of the major level of Distinguished to the Speaking and Writing Guidelines, the division of the Advanced level into the three sublevels of High, Mid, and Low for the Listening and Reading Guidelines and the addition of general level description at the Advanced, Intermediate, and Novice levels for all skills.
Another new feature of the Guidelines is their publication online, supported with glossed terminology and annotated, multimedia samples of performance at each level for Speaking and Writing, and examples of oral and written texts and tasks associated with each level for Reading and Listening.
The Guidelines are intended to be used for global assessment in academic and workplace settings. However, the Guidelines do have instructional implications. Acknowledgements ACTFL is deeply indebted to the many individuals who contributed to the previous editions of the Proficiency Guidelines.
Elvira Swender, Daniel J. Conrad, and Robert Vicars; and the invaluable contributions of the project consultants: Finally, ACTFL is most appreciative of the comments and feedback from the many members of the profession who contributed generously of their time and expertise in reviewing earlier drafts of this document.Find out why Stony Brook University has become an internationally recognized research institution that is changing the world.
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The education field is so full of acronyms and specialized words that it can seem like a confusing alphabet soup! Find out what AYP, IEP, , and many other abbreviations and words mean in this glossary of frequently used terms. Voki also offers a cloud based classroom management and presentation tools that provide teachers and students with: Readily available edtech tools to increase students' levels of engagement, motivation, parcipitation and learning.
Voki also offers a cloud based classroom management and presentation tools that provide teachers and students with: Readily available edtech tools to increase students' levels of engagement, motivation, parcipitation and learning. A Brief Overview Below is an excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, by George D.
Kuh (AAC&U, ). Visit AAC&U’s resources page on high-impact practices for updated information and campus case studies.
Chart of . Abstract: Internationalization is a word to which different meanings can be attributed.
The same can be said about internationalization of psychology as well as about the education and training of psychologists. As we all know, psychological science developed mainly in the western developed countries.