Administrative Guide

Overview

World Languages instruction focuses on developing student proficiency through immersion in the target language across the four core domains: Listening, Speaking, Reading, and Writing (or Receptive, Expressive, and Non-Manual Production in ASL).

Instruction aligns with standards established by ACTFL (American Council on the Teaching of Foreign Languages), the national standard-setting organization that defines language proficiency levels and performance descriptors for language educators nationwide.

Points of Emphasis for SY27

Target Language Immersion: Maximizing target language exposure and student production in every lesson.
Four Domain Integration: Ensuring regular student practice in listening, speaking, reading, and writing tasks.
ACTFL Proficiency Goals: Aligning targets to Novice-High and Intermediate-Low "Can-Do" statements.
Authentic Culture: Utilizing authentic materials, perspectives, and real-world cultural contexts.

Look Fors

High target language / ASL usage by teacher and students
Balanced domain practice across activities
Use of visuals, gestures, and authentic realia
Active student-to-student conversations
Student goal tracking via "I Can" statements

Focus on Immersion

Circumlocution: Describing a word/concept when the exact target term is unknown rather than translating
Visual supports & body language cues
Small-group conversation pods
Structured peer feedback sessions
Daily target-language warm-ups

Red Flags

Over-reliance on English translation
Cell phone usage during class time
Passive grammar worksheet drills
Lack of live speaking/signing practice
Isolated vocabulary memorization

Danielson Connections

Danielson Component	World Languages & ASL Evidence
1C: Instructional Outcomes	ACTFL "Can-Do" aligned proficiency targets.
2B: Culture for Learning	Target language immersion & risk-taking norms.
3C: Engaging Students	Interactive pair talks, role-plays, visual projects.
3D: Assessment in Instruction	Real-time feedback on parameters, fluency, grammar.
4B: Documenting Progress	Growth tracking across communicative modes.

ACTFL "Can-Do" Descriptors

Interpersonal Communication
"I can request and provide information by asking and answering practiced questions on familiar topics using simple sentences."

Interpretive Mode
"I can identify the main topic and key facts from short, simple informational texts, audios, or signed dialogues."

Presentational Mode
"I can present information about my life, daily activities, and events using practiced phrases and simple sentences."

Questions to Consider

Target Language Immersion: How has your instruction evolved to support the department's vision of target language immersion across the core communicative domains (Listening, Speaking, Reading, Writing / Receptive, Expressive)?
Data-Driven Instruction: How do you use ACTFL "Can-Do" proficiency statements and common rubric data to make real-time instructional decisions rather than simply tracking completed assignments?
Proficiency Growth: What evidence demonstrates that your students are advancing along the ACTFL proficiency continuum (e.g., Novice-Mid to Novice-High or Intermediate-Low)?
Student Ownership & Goal Setting: How do students set, monitor, and reflect on their personal language targets and self-assessments throughout the semester?
Reflection & Continuous Improvement: Based on your recent student performance data, what is one area of strength and one specific area of focus for your language instruction this year?
Student Growth Evidence: Can you share one piece of evidence demonstrating a student taking ownership of their expressive signing or target language speaking development this year?

American Sign Language (ASL) Framework

Replaces traditional spoken/written frameworks with visual-gestural communication, focusing on spatial grammar, visual comprehension, non-manual markers, and Deaf cultural norms.

Receptive & Expressive Skill Focus: ASL instruction develops visual comprehension (receptive) and signed production (expressive). Lessons prioritize spatial orientation, Object-Subject-Verb (OSV) structure, handshape accuracy, parameter usage, and non-manual signals (facial expressions).

Interactive Learning: Classrooms emphasize active peer-to-peer dialogues, live signing, and structured regulating behaviors (attention-getting strategies, backchanneling, and turn-taking signals).

Deaf Culture & Community: Coursework integrates Deaf history, educational pathways (mainstream vs. residential settings), Deaf-owned businesses, and regional Deaf hubs to foster authentic intercultural competence.

Performance Assessments: Mastery is measured through visual performance tasks, recorded video submissions, interactive dialogues, and presentational projects (e.g., ASL school map layouts, family tree narratives, and regional road trip itineraries).

FOR EVALUATORS