words Paraphrases States lack of Imitates modeled words understanding States lack of Is understood by understanding sympathetic speakers used to dealing with Is generally understood by non-natives sympathetic speakers, particularly by those accustomed to dealing with non-natives PRESENTATIONAL NOVICE-MID NOVICE-HIGH INTERMEDIATE-LOW INTERMEDIATE-MID INTERMEDIATE-HIGH ADVANCED-LOW Uses gestures and Generally, but not Minimally: Consistently: Uses circumlocution Rephrases sometimes resorts to always: English Uses limited Uses circumlocution Uses cohesive devices Conveys message without Uses limited circumlocution to organize presentation misrepresentation or Repeats circumlocution confusion Uses some cohesive Uses some cohesive devices Self-corrects even when Is understood by Repeats devices not needed for Is understood by native sympathetic speakers comprehension speakers unaccustomed to used to dealing with dealing with non-natives Paraphrases Repeats language learners. Is generally understood Occasionally by native speakers of Self-corrects when Paraphrases when not the target language not understood needed for unaccustomed to comprehension Self-corrects when not dealing with non-natives Is understood by understood sympathetic speakers Is understood by used to dealing with sympathetic native Is generally understood by non-natives speakers accustomed to sympathetic speakers, dealing with non-natives particularly by those accustomed to dealing with non-natives * The ACTFL Performance Guidelines for K-12 Learners (ACTFL, 1998), ACTFL Proficiency Guidelines - Speaking (ACTFL, 1999), and ACTFL Proficiency Guidelines - Writing (ACTFL, 2001) were used to inform the development World Languages Performance Level Descriptors table.
words States lack of understanding Is understood by sympathetic speakers used to dealing with non-natives Paraphrases Imitates modeled words States lack of understanding Is generally understood by sympathetic speakers, particularly by those accustomed to dealing with non-natives PRESENTATIONAL NOVICE-MID NOVICE-HIGH INTERMEDIATE-LOW INTERMEDIATE-MID INTERMEDIATE-HIGH ADVANCED-LOW Uses gestures and sometimes resorts to English Repeats Is understood by sympathetic speakers used to dealing with language learners. Generally, but not always: Uses limited circumlocution Repeats Paraphrases Self-corrects when not understood Is understood by sympathetic speakers used to dealing with non-natives Minimally: Uses limited circumlocution Uses some cohesive devices Repeats Paraphrases Self-corrects when not understood Is generally understood by sympathetic speakers, particularly by those accustomed to dealing with non-natives Consistently: Uses circumlocution Uses some cohesive devices Occasionally when not needed for comprehension Is understood by sympathetic native speakers accustomed to dealing with non-natives Uses circumlocution Uses cohesive devices to organize presentation Self-corrects even when not needed for comprehension Is generally understood by native speakers of the target language unaccustomed to dealing with non-natives Rephrases Conveys message without misrepresentation or confusion Is understood by native speakers unaccustomed to dealing with non-natives * The ACTFL Performance Guidelines for K-12 Learners (ACTFL, 1998), ACTFL Proficiency Guidelines - Speaking (ACTFL, 1999), and ACTFL Proficiency Guidelines - Writing (ACTFL, 2001) were used to inform the development World Languages Performance Level Descriptors table.