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position statements

Global Competence Position Statement - 08/25/2014

The ability to communicate with respect and cultural understanding in more than one language is an essential element of global competence.* This competence is developed and demonstrated by investigating the world, recognizing and weighing perspectives, acquiring and applying disciplinary and interdisciplinary knowledge, communicating ideas, and taking action. Global competence is fundamental to the experience of learning languages whether in classrooms, through virtual connections, or via everyday experiences.

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Languages as a Core Component of Education for All Students - 05/20/2013

The ACTFL Board’s Executive Committee with leadership of the National Association of District Supervisors of Foreign Languages (NADSFL) and the National Council of State Supervisors for Languages (NCSSFL) framed the elements of a position statement to describe how four major initiatives in education in the U.S. today connect with language learning.

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Maximum Class Size - 05/22/2010
Since the goal of a standards-based language program is to develop students’ ability to communicate, there must be opportunities for frequent and meaningful student-to-teacher and student-to-student interaction, monitored practice, and individual feedback during instructional time. 
 
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Role of Technology in Language Learning - 07/30/2012

It is rare to find a language class that does not use some form of technology.  In recent years, technology has been used to both assist and enhance language learning. Teachers at K-16 levels have incorporated various forms of technology to support their teaching, engage students in the learning process, provide authentic examples of the target culture, and connect their classrooms in the U.S. to classrooms in other countries where the target language is spoken.

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Maximum Class Size - 07/30/2012

Since the goal of a standards-based language program is to develop students’ ability to communicate, there must be opportunities for frequent and meaningful student-to-teacher and student-to-student interaction, monitored practice, and individual feedback during instructional time.

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Use of the Target Language in the Classroom - 07/30/2012

Research indicates that effective language instruction must provide significant levels of meaningful communication* and interactive feedback in the target language in order for students to develop language and cultural proficiency. The pivotal role of target-language interaction in language learning is emphasized in the K-16 Standards for Foreign Language Learning in the 21st Century.

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Language Learning for Heritage and Native Speakers - 07/30/2012

The American Council on the Teaching of Foreign Languages (ACTFL) and its members encourage learning environments that support heritage and native speakers of languages other than English. It is critical that these students be able to continue to develop their heritage linguistic and cultural skills in order to become fully bilingual and biliterate in today’s global environment. By doing so, they will be well-positioned to live and work in an increasingly multilingual environment in the U.S. Native speakers (those raised in an environment using mainly a language other than English) and heri

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Coauthorship - 07/30/2012
  1. The American Council on the Teaching of Foreign Languages supports collaborative research and publication because studies that are conducted across levels, languages and disciplines contribute to the development of theory and practice in Foreign Language Education.
  2. Jointly authored publications should be valued in decisions measuring scholarly production such as merit, tenure and promotion.
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