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ACTFL Proficiency Guidelines 2012

OPI
ENG/FCE 473
ACTFL
• What does ACTFL stand for?
– American Council on the Teaching of Foreign
Languages

• ACTFL proficiency guidelines were created in


order to provide a means of assessing the
proficiency of a foreign language speaker.

• ACTFL is dedicated to the improvement and


expansion of the teaching and learning of all
languages at all levels of instruction.
ACTFL
• What is the OPI?
– Oral Proficiency Interview
– It is a live 20-30min. conversation over the phone.
– A certified ACTFL tester will assess your language
proficiency based on this one phone interview.
– They will rank your skills according to the ACTFL
proficiency guidelines.
OPI
• In order to be able to rate your speech
sample, the tester will ask you a series of
personal questions.

• The speech sample must clearly demonstrate


the highest sustained level of performance of
the speaker – FLOOR – and the level at which
the speaker can no longer sustain the
performance – CEILING.
OPI
• There are 4 mandatory phases of the OPI:
– Warm up
– Level checks
– Probes
– Wind down
OPI
• The OPI assesses language proficiency in terms of
ability to use the language effectively and
appropriately in real-life situations.

• It does not address when, where, why, or the way


in which a speaker has acquired their language.

• The OPI does not compare one’s individual


performance to others, but each individual
performance to the assessment criteria.
OPI
• Official OPIs are blindly rated by 2 ACTFL
Certified OPI Testers, whose independent
ratings must agree before an official rating is
released.

• ACTFL can rate you based on what you can do


with the language in terms of speaking,
writing, listening, and reading.
OPI
• For each skill, these guidelines identify 5
major levels of proficiency:

– Distinguished
– Superior
– Advanced
– Intermediate
– Novice
OPI
• These guidelines present the levels of proficiency
as ranges, and describe what an individual can
and cannot do with language at each level.

• These guidelines are not based on any particular


theory, pedagogical method, or educational
curriculum.

• https://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements
Abilities and Professions
Abilities and Professions
Abilities and Professions
OPI
• Mock OPI in English
https://www.youtube.com/watch?v=EKA-
QB9YhZ0

• ACTFL Videos
http://www.actfl.org/publications/guidelines-
and-manuals/actfl-proficiency-guidelines-
2012/english/speaking
The 5 Cs
• What are the 5 Cs of Foreign Language
Education?
– Communication
– Cultures
– Connections
– Comparisons
– Communities

“Knowing how, when, and why to say what to whom”


The 5 Cs
• How – grammar
• What – vocabulary

• Why, when, whom


 the ability to communicate in
meaningful and appropriate ways with
users of other languages
The 5 Cs
• How are these different from the ACTFL
proficiency guidelines?

– The 5 Cs were developed as part of the content


standards
Communication
• Communicate in languages other than English:
– Students engage in conversations, provide and
obtain information, express feelings and
emotions, and exchange opinions.
– Students understand and interpret written and
spoken language on a variety of topics.
– Students present information, concepts, and ideas
to an audience of listeners or readers on a variety
of topics.
Cultures
• Gain knowledge and understanding of other
cultures:
– Students demonstrate an understanding of the
relationship between the practices and
perspectives of the culture studied.
– Students demonstrate an understanding of the
relationship between the products and
perspectives of the culture studied.
Connections
• Connect with other disciplines and acquire
information:
– Students reinforce and further their knowledge of
other disciplines through foreign language.
– Students acquire information and recognize the
distinctive viewpoints that are only available
through the foreign language and its cultures.
Comparisons
• Develop insight into the nature of language
and culture:
– Students demonstrate understanding of the
nature of language through comparisons of the
language studied and their own.
– Students demonstrate understanding of the
concept of culture through comparisons of the
cultures studied and their own.
Communities
• Participate in multilingual communities at
home and around the world:
– Students use the language both within and
beyond the school setting.
– Students show evidence of becoming life-long
learners by using the language for personal
enjoyment and enrichment.
Homework
• Quiz – No quiz for this section
• Chapter analysis

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