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ACTFL Selects 2022 Research Grant Recipients
ACTFL is pleased to announce the 2022 awardees of the ACTFL Research Priorities grants. Each project either initiates a new research study, supports or expands a study underway, or explores an emerging research area connected to one or more Research Priority areas. The studies were selected after a thorough review by an expert review panel. The selected studies will each receive a grant of up to $3800, with $2500 payable upon acceptance and the remaining $1300 upon receipt of a final report and article submission to Foreign Language Annals (FLA).
AAPPL Form for 2021-22 Academic Year Available September 15
ACTFL and Language Testing International (LTI), the exclusive licensee of ACTFL assessments, are proud to announce the launch of this year’s ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) on September 15, 2021.
The 2022-23 AAPPL will be Available on September 15
ACTFL and Language Testing International (LTI), the exclusive licensee of ACTFL assessments, are proud to announce the launch of the 2022-23 ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) on September 15, 2022.
ACTFL Selects Daniel Ferguson as Inaugural FLA Graduate Diversity Publications Intern
ACTFL is pleased to announce the first Foreign Language Annals (FLA) Graduate Diversity Publications Intern for May 2022-April 2023, Daniel Ferguson. A former Fulbright teaching assistant, Mr. Ferguson is a language teacher with over ten years of experience teaching German and English in the US and Austria.
Coming in September AAPPL Form E for Elementary Learners of French
ACTFL and Language Testing International (LTI), the exclusive licensee of ACTFL assessments, are pleased to announce that the ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) Form E will be available for French, effective September 15, 2022.
Class Size as a Factor Influencing Language Learning
It is evident that class size impacts a multitude of factors related to teacher efficacy and student success across all disciplines, including K-20 World Language education. Communication is at the core of the World-Readiness Standards and students are learning to interact with cultural competence, connect with other disciplines, and use the language to investigate and interact in order to participate in multilingual communities. Maintaining smaller class sizes has a positive effect on student achievement and satisfaction.
Remote Assessment for World Language Teaching and Learning
The COVID-19 pandemic has drawn attention to many ongoing inequities in education and has raised various challenges for assessing student progress in remote, in-person, and hybrid learning environments. Ensuring learners’ access to online learning and assessments remains a high priority. The myriad challenges of connecting to remote assessments and health, safety, and other considerations for in-person assessments show the complexity of assessment.
ACTFL Statement in Support of the Transgender, Non-Binary and Gender Nonconforming Communities
ACTFL is alarmed by the recent wave of proposed and, in some cases, passed state legislation targeting transgender, non-binary, and gender nonconforming individuals. This type of legislation is discriminatory, it is born out of hate and scapegoating, and is antithetical to the values of ACTFL and the language education profession. We unequivocally condemn these cruel pieces of legislation.
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