NCSSFL-ACTFL Can-Do Statements: An Effective Tool for Improving Language Learning Within and Outside the Classroom

Authors

Aleidine Kramer Moeller, University of Nebraska-LincolnFollow
Fei Yu, University of Nebraska-Lincoln

Date of this Version

2015

Citation

Moeller, Aleidine J. and Fei Yu. (2015). NCSSFL-ACTFL Can-Do Statements: An Effective Tool for Improving Language Learning Within and Outside the Classroom. Dimension. Southern Conference on Language Teaching. Editor, Pete Swanson. Eau Claire, WI: Crown Prints.

Comments

© 2015 Southern Conference on Language Teaching

Abstract

This article explores the theoretical foundation of the NCSSFL-ACTFL Can-Do Statements, developed by the National Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL), describes why and how to use these progress indicators in language education and reveals the value and impact on student learning when effectively integrated in the language classroom. These Can-Do statements serve as learning targets to document what learners “can do” with languages and can provide teachers and language programs with learning objectives for curriculum and unit design that are user-friendly, learner-centered and promote reflection and self-regulation aimed at involving the learner directly in the learning process. An exemplar for classroom implementation demonstrates how the teacher can involve learners in the reflective learning process to become self-regulated, autonomous language learners.