指导原则 for Language Learning

Here's why language learning should be a central part of any curriculum

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这些 指导原则 for Language Learning identify what is effective in language learning and guide 教育工作者 and learners. They are presented to lead and shape the discussion on effective instructional practices, 对学习者有用, 教育工作者, 父母, 管理员, governing bodies and boards, 立法者, and the community at large.

它们是如何格式化的

Each Guiding Principle follows the format of answering four questions:

什么? Identifies the guiding principle and briefly describes it.
为什么? Explains a rationale behind the statement and a brief overview to frame the guiding principle.
如何? Describes strategies for acting on this guiding principle, implementing the practice in instructional settings, and using this guiding principle in supporting learners.
如何了解更多: Provides specific references for underlying research, additional resources, and applications.

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开场白

ACTFL is committed to providing vision, 领导, and support for quality teaching and learning to prepare the next generation of global citizens.

好处 of Language Learning

We believe that all students should learn or maintain at least one world language in addition to English. Therefore, language learning should be a central part of any curriculum.

读写能力 in Language Learning

Contemporary definitions of literacy include more than basic 读ing, 写作, 听, 和口语, adding the purposeful uses of these skills in today’s media- and information-rich environment.

Articulated Sequences in Language Learning

In order for learners to achieve the highest level of proficiency possible, sequential study over extended periods of time is necessary.

Plan with Backward Design

Backward design is one of the core practices for effective language instruction that relies on thinking purposefully about teaching and learning.

Facilitate Target Language Use

The use of target language refers to all that learners say, 读, 听到, 写, and view – production and reception of language on the part of learners, 教育工作者, 和材料.

使用真实的文本

Interactive 读ing and 听 comprehension tasks should be designed and carried out using authentic cultural texts of various kinds with appropriate scaffolding and follow-up tasks that promote interpretation.

Design 交际任务

Oral interpersonal communication tasks engage students for the purpose of exchanging information and ideas, 满足某人的需要, and expressing and supporting opinions through speaking and 听 or signing with others.

Teach Grammar as a Concept in Context

Grammar should be addressed within meaningful communicative contexts as one element of language proficiency.

Provide Effective Feedback

The role of feedback for learners is critical in advancing language proficiency. Feedback should be provided in multiple forms including formative, summative and self-assessment.

这些 statements are not a finite or fixed list but are intended to evolve and continue to grow as new topics emerge and to reflect new realities in the diversity of learners and learning situations. ACTFL welcomes ongoing discussion to update and refine these statements, informed by new research and experiences. 加入讨论.

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指导原则 for Language Learning

它们是如何格式化的

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