ACTFL Performance Guidelines For K‐12 Learners
Bibliographic Data
| ID | 8939153 |
|---|---|
| Authors | Elvira Swender (Syracuse University, corresponding author), Graeme Duncan (0000-0002-7484-2847, University of Georgia), Greg Duncan |
| Year | 1998 |
| Volume | 31 |
| Issue | 4 |
| Pages | 479-491 |
| Publication date | 1998-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.1998.tb00593.x |
| OpenAlex | W2083224616 |
| Language | EN |
| Citations received | 17 |
| References cited | 1 |
The ACTFL Performance Guidelines for K‐12 Learners comprehensively describe the language performance of students of foreign languages across the three modes of communication (Interpersonal, Interpretive, Presentational), following specific periods of classroom instruction. Informed by the Standards for Foreign Language Learning, these guidelines are based on the experience and advice of hundreds of language educators at all levels of instruction throughout the United States. The ACTFL Performance Guidelines for K‐12 Learners are the result of a three‐year initiative supported by the U.S. Department of Education International Research and Studies Program
Language proficiency · Linguistics · Mathematics education · Pedagogy · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Learning and Teaching
Oral Proficiency Assessment
US Foreign‐Language Teaching in Kindergarten to 12th Grade
Foreign Language Teaching and Learning
From Theory to Practice
Teachers' beliefs about developing language proficiency within the context of study abroad
The Integrated Performance Assessment (IPA)
Foreign Language Education, Academic Performance, and Socioeconomic Status
Listening with Your Eyes
Ongoing Assessment of a University Foreign Language Program
Influencing the Instructional Design Strategies of New Teachers
The Video‐Based Short Comment Writing Task
Converging Evidence
Changing Perspectives in Foreign Language Education
Does Beginning Foreign Language in Kindergarten Make a Difference? Results of One District's Study
Assessing Students' Oral Proficiency
The Impact of Study Abroad on the Professional Lives of World Language Teachers
Investigating Interviewer‐Candidate Interactions During Oral Interviews for Child L2 Learners
| Unique citing works | 17 |
|---|---|
| Citations per year | 0,65 |
| Citation span | 2000 - 2015 (16) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 16 |