@ACTFL ON TWITTER

ACTFL SAVE THE DATE: Next Friday, Sept. 30, Teacher of the Year @drzarrow will be answering your questions… t.co/OEVM9lrrJ3
ACTFL FEEDBACK NEEDED: On new tool using the Can-Do Statements for Intercultural Communication t.co/VB5jyNlIdT deadline SEPT 30 #langchat
ACTFL ACTFL Teacher of the Year @drzarrow with @usedgov's Libia Gil, Asst Deputy Secretary & Director, Office of English… t.co/t2qnFmhppr

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position statements

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

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.

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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