ACTFL Proficiency Guidelines—Speaking: Revised 1999
By Karen E. Breiner-Sanders, Pardee Lowe, J. Miles, Elvira Swender. 2000
204 citations recorded by the source corpus.
Subfields: Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/54cd70de269d77d351f2e995b188b8d2fc90baf8
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Language and Linguistics
- Nancy Bell
- Marta Antón
- G. Brindley
- Helen Slatyer
- Sadiq Abdulwahed Ahmed Ismail
- Tim McNamara
- Zeki Arsal
- U. Knoch
In Literature and Literary Theory
Citations in the corpus
- Dynamic Assessment of Advanced Second Language Learners (2009, background): “Those students whom the faculty identifies as not reaching a level roughly equivalent to Intermediate Low proficiency level (as defined by ACTFL in Breiner-Sanders et al., 2000) or Certificado Inicial (as defined by Diplomas de Español como Lengua Extranjera [DELE]; Instituto Cervantes, 2002) are…”
- Writing in the Secondary Foreign Language Classroom: The Effects of Prompts and Tasks on Novice Learners of French (2000, unknown): “The finding that tasks and prompts do make a difference in writing performance should prompt replication of this study with other populations of different ages and ability levels and with different languages, including those with different writing systems. Longitudinal studies designed to examine th”
- Exploring L2 language play as an aid to SLL : A case study of humour in NS-NNS interaction (2005, background): “Judith taped her interaction with NSs for nearly 2 years, and during that time I estimate that she moved from an Advanced Low to an Advanced Mid speaker, as defined in the ACTFL speaking guidelines (Breiner-Sanders et al. 2000).”
- Exploring task difficulty in ESL listening assessment (2002, methodology): “The ASLPR 0 to 2 range spans approximately the Novice Low to Intermediate Mid levels on the ACTFL scale (Breiner-Sanders et al., 2000). a rating scale that is used in conjunction with an oral interview to assess learners’ pro ciency at entry to the AMEP (Ingram and Wylie, 1984).”