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ACTFL Two teachers share their experiences switching to remote learning. Their advice? Focus on the positive. #Covid19WL t.co/qGCclYfETU
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ACTFL and its Lead with Languages campaign, with the support of Pearson LLC and Language Testing International, commissioned Ipsos Public Affairs to conduct a survey of 1,200 U.S. employers, and the resulting 2019 report indicates an urgent and growing demand for language skills in the workplace. The report also suggests seven actionable recommendations that U.S. businesses may employ to fully leverage their employees’ language assets and to contribute to fostering a robust future multilingual workforce to better thrive in our global economy.

2017 Annual Report - 04/04/2018

This Annual Report shares how ACTFL served the language community in 2017.

2016 Annual Report - 05/10/2017

This Annual Report shares how ACTFL served the language community in 2016.

Based on the information and discussions from the ACTFL-CEFR Conferences and resulting papers and journals, ACTFL worked with an EU-based research group to develop an ACTFL-CEFR crosswalk to be able to offer CEFR ratings for ACTFL assessments. The findings from the extensive research and linking and validation studies, show that CEFR ratings can be assigned on ACTFL assessments, in all languages. Studies also indicate that these are one-directional correspondences, that is to say, CEFR ratings can be assigned to ACTFL tests, however, the reverse cannot be stated.

2015 Annual Report - 05/13/2016

The 2015 Annual Report shares how ACTFL serves the language community.

ACTFL’s enrollment study found that from 2004–05 to 2007–08 more K–12 public school students enrolled in foreign language courses, yet, despite this increase, only 18.5% of all students were enrolled. Compared to other nations where nearly all students study a second or third language, the overall picture remains unsatisfactory. Looking forward, the impact of the current economic situation on public school budgets presents a potential threat to these gains. Enrollment levels should be studied annually to fully understand impacts, such as economic conditions, on our national language capability pipeline, which will determine our national ability to meet future public and private sector demand for language skills. This highlights the need for all states to track language enrollments (only 34 states as of 2007–08) and for standardized reporting across states.

The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science, and Technical Subjects contains four strands: Reading, Writing, Speaking and Listening, and Language.  These four strands are represented in the World-Readiness Standards for Learning Languages by the Communication standards (interpersonal, interpretive, and presentational) and the level of proficiency demonstrated.   In addition, the standards of the other four goals areas for learning languages – Cultures, Connections, Comparisons, and Communities – also support and are aligned with the Common Core.  These standards describe the expectations to ensure all students are college-, career-, and world-ready.

The U.S. Department of Education has established its first-ever, fully articulated international strategy. The strategy is designed to simultaneously advance two strategic goals: strengthening U.S. education and advancing our nation’s international priorities.

More than forty language educators from the United and Europe met recently in Provo, Utah to explore common understandings about language proficiency as shared by the ACTFL and the Common European Framework of Reference (CEFR) Communities.