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For the first time ever, a Kentucky teacher has been named National Language Teacher of the Year by the American Council on the Teaching of Foreign Languages (ACTFL).
As teachers, we can talk about pedagogy until we’re blue in the face. At the end of the day, however, we want strategies and resources that fit our classrooms and personalities, so we need choices.
Educators know how crucial feedback is for students to make proficiency gains, but they often have questions regarding the types and the frequency of feedback that students need to gain proficiency.
Lisa A. Harris, the Virginia Department of Education's specialist for foreign languages and international education and executive treasurer of the National Council of State Supervisors for Languages, delves into how learning grammar can help students make meaning in a foreign language.
In this third article in a series of seven focusing on the core practices of world languages instruction, the 2015 ACTFL National Language French Teacher of the Year Nicole Naditz shares tips for how educators can infuse interpersonal communication tasks at the earliest levels of language learning.
Teacher Sara Merideth shares her thoughts about why teachers shouldn't be scared of the American Council on the Teaching of Foreign Languages' core practice that says educators should use the target language as the vehicle and content of instruction 90 percent of the time.
The American Council on the Teaching of Foreign Languages recommends language educators and their students spend at least 90 percent of class time communicating in the language being studied. This task may seem daunting, but I have seen its impact.
Fayette County's Laura Roché Youngworth has received the 2016 Southern Conference on Language Teaching Teacher of the Year Award.