Talking to students about their path to proficiency

By Jennifer E. Newman-Cornell

As language teachers, we talk about having a proficiency-based curriculum to guide our classroom instruction, but how do we talk to our students about proficiency and do we even need to? 

The answer is that we do it with lots of examples and YES, we absolutely must!

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Lessons learned from implementing a proficiency-based language program

By Elena Giudice and Holly Morse  

Developing an oral proficiency program is not easy. My former colleague, Holly Morse and I submitted a proposal on this topic for ACTFL 2019 as we felt we had a lot to share on how we led various departments in shifting to oral proficiency-based programs. Our goal was to keep it real, no sugar coating. We wanted to share the growing pains and joys we went through and help others avoid unnecessary difficulties. Here are some of the key takeaways we shared during our ACTFL presentation: 

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