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Abstract

Based on these standards that require that instruction be proficiency-oriented, the teacher must plan activities that develop the students’ ability to communicate in the target language. To become proficient in the target language, the students must use the language in meaningful exchanges and in activities that promote moving up the proficiency scale as defined by the ACTFL Proficiency Guidelinesfor K-12 Learners (1999). These guidelines specify what the students should be able to know and do in the target language. With these standards in mind, the teacher should design lessons that facilitate the interaction in the target language in culturally authentic communication exchanges with the use of authentic material; e.g., newspapers, magazines, legends, stories, radio, video and exchange programs (Georgia Learning Connections, QCC FL, 1999). Authentic materials are those that are prepared for specific use by and for speakers of the target language.

Author's Biographies

Dr. Jose A. Villavicencio is an Associate Professor of Education at Columbus State University in the Department of Teacher Education. His current research interests include second language instruction and diversity in education.

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