FLES - Foreign Language in Additive* Programs: Elementary School Two-Way Immersion (TWI) Traditional World Language One-Way, Heritage or Foreign Classes Language Immersion (OWI) Spanish (or native language) for Developmental Bilingual Native Spanish (Native Jewish Day School Language) Speakers Subtractive**Programs: Study Abroad/Exchange Transitional Bilingual Education Program (TBE) Programs School, Summer or Programs Weekend Language Programs *Goal is to continue development of heritage language and add a second language. **Goal is to for instruction to begin in heritage language and transition to English. Appendix B: Competencies for Different Levels of Proficiencies Table 9: Competencies for Different Levels of LanguAge Proficiency Competencies for Different Levels of Proficiencies (Source: ACTFL Can Do Statements; for more detailed understanding of performance, see ACTFL Performance Descriptors) Intermediate-low Intermediate-mid Intermediate-high Advanced-low Interpersonal Interpersonal Interpersonal Interpersonal Communication: Communication: Communication: Communication: I can participate in I can participate in I can participate with ease I can participate in conversations on a conversations on and confidence in conversations about number of familiar familiar topics using conversations on familiar familiar topics that go topics using simple sentences and series of topics. I can usually talk beyond my everyday life. I sentences. I can sentences. I can handle about events and can talk in an organized handle short social short social experiences in various way and with some detail interactions in interactions in time frames. I can usually about events and everyday situations everyday situations by describe people, places, experiences in various by asking and asking and answering a and things. I can handle time frames. I can answering simple variety of questions. I social interactions in describe people, places, questions. can usually say what I everyday situations, and things in an organized
FLES - Foreign Language in Elementary School Traditional World Language Classes Spanish (or native language) for Native Spanish (Native Language) Speakers Study Abroad/Exchange Program School, Summer or Weekend Language Programs Additive* Programs: Two-Way Immersion (TWI) One-Way, Heritage or Foreign Language Immersion (OWI) Developmental Bilingual Jewish Day School Subtractive**Programs: Transitional Bilingual Education (TBE) Programs Programs *Goal is to continue development of heritage language and add a second language. **Goal is to for instruction to begin in heritage language and transition to English. Appendix B: Competencies for Different Levels of Proficiencies Table 9: Competencies for Different Levels of LanguAge Proficiency Competencies for Different Levels of Proficiencies (Source: ACTFL Can Do Statements; for more detailed understanding of performance, see ACTFL Performance Descriptors) Intermediate-low Intermediate-mid Intermediate-high Advanced-low Interpersonal Communication: I can participate in conversations on a number of familiar topics using simple sentences. I can handle short social interactions in everyday situations by asking and answering simple questions. Interpersonal Communication: I can participate in conversations on familiar topics using sentences and series of sentences. I can handle short social interactions in everyday situations by asking and answering a variety of questions. I can usually say what I Interpersonal Communication: I can participate with ease and confidence in conversations on familiar topics. I can usually talk about events and experiences in various time frames. I can usually describe people, places, and things. I can handle social interactions in everyday situations, Interpersonal Communication: I can participate in conversations about familiar topics that go beyond my everyday life. I can talk in an organized way and with some detail about events and experiences in various time frames. I can describe people, places, and things in an organized
2017_toolkitsealofbiliteracy-revjan2018.docx