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A Document to Assist with the Transition from the 2004 Standard Course of Study to the 2010 Essential Standards
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ACTFL SLPI TESOL ILR CEFR Novice Low (NL) NFS/Novice
Entering – Level 1 Emerging – Level 2
0 – 0+
Basic User
A1 - Breakthrough Novice Mid (NM) Novice Plus Novice High (NH) Survival
Intermediate Low (IL) Survival Plus Developing – Level 3
1 – 1+ Intermediate Mid (IM) Intermediate
Expanding – Level 4
A2 - Waystage Intermediate High (IH) Intermediate Plus
Independent User
B1 - Threshold Advanced Low (AL) Intermediate
Plus/Advanced
2 – 2+ Advanced Mid (AM)
Bridging – Level 5
B2 - Vantage Advanced High Advanced Plus
Superior Superior
Reaching – Level 6 Exit program
3 – 3+
Proficient User
C1 - Effective Operational Proficiency
Distinguished
Superior Plus
4 C2 - Mastery Native S/R - 5
For each program outlined in the World Language Essential Standards, the exit proficiency expectations, which are proficiency outcome expectations or student outcomes, were designed to be challenging, yet reasonable, taking into account the many variables that impact the time devoted to language learning such as the age of the learners, previous language acquisition, exposure to the target language outside of the
classroom, etc. Because enrolling in a language program or taking a course for credit means that time is measured in clock hours and directed by a teacher, the proficiency level outcomes are also calculated with cumulative hours of instruction (See North Carolina State Board of Education Policy GCS-M-001).
For example:
Student A takes a French I course in a block schedule that meets for 90 minutes each day throughout a semester, accumulating 135 hours of formal instructional time: 90 minutes per day X 90 school days in a semester = 8,100 minutes in a school year or 135 hours total.
Student B takes a Latin I course that meets for 50 minutes each day throughout the school year, accumulating 150 hours of formal
instructional time: 50 minutes per day X 180 school days in two semesters = 9,000 minutes in a school year or 150 hours total for the school year.
As students progress through an articulated language study sequence and accumulate 135 or 150 hours for each course, this instructional time adds up:
Level I 135-150 total hours for a block schedule or a traditional schedule Level V 675-750 total hours including Levels I-IV Level II 270-300 total hours including Level I time Level VI 810-900 total hours including Levels I-V Level III 405-450 total hours including Levels I and II Level VII 945-1,050 total hours including Levels I-VI Level IV 540-600 total hours including Levels I-III Level VIII 1,080-1,200 total hours including Levels I-VII
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