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Using The ACTFL Proficiency Guidelines To Achieve Goals of Exploratory Language Courses
Author(s) -
Porter Lewis P.
Publication year - 1987
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.1987.tb02965.x
Subject(s) - language proficiency , curriculum , construct (python library) , foreign language , exploratory research , mathematics education , psychology , language assessment , study abroad , higher education , pedagogy , linguistics , computer science , sociology , political science , law , programming language , philosophy , anthropology
Many middle schools are tending to incorporate an exploratory foreign language survey course into the curriculum. Through the introduction of several languages, the course seeks, among other goals, to begin to construct a foundation for later proficiency in a foreign language and to instill greater cultural sensitivity. To achieve the stated goals, a well defined, goal‐responsive curriculum model is needed. It appears that a model derived from the concepts of the ACTFL Proficiency Guidelines has the potential to meet these goals.