• Proficiency-Oriented Language Instruction

    What is Proficiency-Oriented Language Instruction?
    • Emphasizes meaningful language use for real communicative purposes.
    • Refers to what the learners can do with the language. Students learn to use the language rather than learn about the language.
    • Integrates the use of all four skills: listening, speaking, reading, writing
    • Integrates language with culture, which provides the context for language learning.
    • Views language learning as a process.
    • Develops language through function, context, and accuracy.
    • Includes use of authentic foreign language texts and materials.
    • Integrates language and content
    • Organizes language learning around themes, topics, and other disciplines.
    • Incorporates authentic assessment of student performance
    • Integrates grammar instruction with learning to communicate in context.
    • Includes both skill-getting and skill-using activities.
    • Encourages students to learn basic structures of the language, and strive for accuracy in order to communicate
    • Better in the language, not just for the simple manipulation of forms.
    • Encourages students to think critically, to take risks when expressing themselves in the language, and requires
    • Students to be actively involved in the learning process.
    Sources of more information on Proficiency-oriented language instruction:
    • Tedick, Diane J., editor. "Proficiency-Oriented Language Instruction and Assessment: A Curriculum Handbook for Teachers". The Minnesota Articulation Project. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota. 1997.
    • Hadley, Alice Omaggio. Teaching Language in Context, 3/e. Boston, MA: Heinle, 2000.
    • National Association of District Supervisors of Foreign Languages. "Characteristics of Effective Foreign Language Instruction Guidelines". NADSFL Newsletter, Spring, 1992.