Revisiting Proficiency: 21st Century Views on Language Learning
Since the creation of the ACTFL Proficiency Guidelines in 1986, much of the language teaching profession has used these descriptors to define the learner’s functional capacity to use the language. Critics, however, cite both the difficulty of assessing competence through the oral proficiency interview, as well as the descriptors inability to take into account individual learner differences, as limitations of the guidelines. This symposium and workshop aims to bring our understanding of proficiency-based instruction into the 21st century with first-hand recommendations and practices from specialists from the School of Language Studies at the Foreign Service Institute, US Department of State.
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