Global Language Portfolio   (February 2009)

 

COMMUNICATION SELF ASSESSMENT AND GOAL SETTING

 

Date of Self-Assessment _________________________

 

Provisional Checklist for:                                                                   Spoken Interaction 

 

Self-assessment: 

Work through the checklist and note in the first of the two right-hand columns what you believe you can already do 80% of the time or more.  Placing a checkmark in the first of the two columns indicates mastery of the task performed rather than occasional success.  After you check off over 80% of the items for a given ACTFL level, you should progress to the next level in that same skill.  Each skill is assessed separately with different levels possible in each of 5 skills.  Keep going through this checklist until you reach the highest level where you checked off at least 4 of the 5 tasks.  Record that level (NL, NM, NH, IL, IM, IH, AL, AM, AH, S, or D) on your GLP Language Passport. 

 

Goal setting: 

Place a checkmark in the second column to identify the next set of goals you wish to reach in the future. 

 

Language: _______________________________________

(1) I can do this easily and well.

(2) This is  one of my goals.

Interpersonal Mode

 

Speaking Person to Person

 

Novice Low (NL)

 

I can say “yes” and “no” and express whether I want something with gestures.

 

I can ask someone to repeat something with a word or phrase, sometimes with a facial gesture.

 

I can make a single-word comment or observation, such as “good” or “ok.”

 

I can respond with a “please” or “thank you” or “you’re welcome” at an appropriate time.

 

I can give my name and ask someone else’s using a word or phrase, often with a gesture to help.

 

(Added specific descriptors for languages with tones, or for specific language attributes:)

 

 

 

 

 

 

 

Novice Mid (NM)

 

I can introduce myself and others, and use a few simple greetings.

 

I can ask memorized questions and give memorized answers to simple questions about family, food, school, and weather.

 

I can sometimes handle numbers, quantities, dates, and questions about costs and time.

 

I can make myself understood in a simple way, and sometimes understand the other person, provided he or she talks slowly and clearly and is prepared to help or to repeat as needed.

 

I can ask and answer certain simple questions about my likes and dislikes, pausing as I gather my thoughts. 

 

(Added specific descriptors for languages with tones, or for specific language attributes:)

 

 

 

 

 

 

 

Novice High (NH)

 

I can interact with others, using simple language and sometimes hesitating, as I give my order in a restaurant, make purchases in a store or post office, or talk with friends.

 

I can use memorized phrases and recombine them to exchange information about the date, the time, and the place for a social occasion.

 

I can use memorized phrases and recombine them to exchange personal information, such as address, telephone number, age, nationality, family,  likes and dislikes.

 

I can use memorized phrases and recombine them to ask for and to offer things to friends and colleagues.

 

I can often be understood by my teacher or the hotel clerk when I ask for or give directions or talk about what I am doing today. 

 

(Added specific descriptors for languages with tones, or for specific language attributes:)

 

 

 

 

 

 

 

Intermediate Low (IL)

 

I can carry on a short, unrehearsed face-to-face conversation in a hotel or bus station, pausing as needed.

 

I can ask for and follow simple directions and instructions, such as how to get to a museum and how to validate a train ticket.      

 

I can express and react to feelings such as surprise, happiness, sadness, interest, and indifference, using my dominant language as a reference for what is culturally appropriate.

 

I can create simple sentences and deal with uncomplicated situations I would encounter in an airport, hotel, or restaurant.

 

I can with hesitation discuss simple topics relating to household tasks, hobbies, family, or work. 

 

(Added specific descriptors for languages with tones, or for specific language attributes:)

 

 

 

 

 

 

 

Intermediate Mid (IM)

 

I can ask and answer predictable questions about family, home, work, and daily activities.

 

I can discuss food, shopping, travel, and lodging in uncomplicated situations if I am allowed time to pause and rephrase as needed.

 

I can talk with friends and colleagues about certain topics, relying on cultural references from my dominant language.

 

I can ask and answer questions about directions, prices, and services, although I may need to restate or clarify what I need.

 

I can generally be understood by my language teacher and department store clerks when I talk about familiar topics. 

 

(Added specific descriptors for languages with tones, or for specific language attributes:)

 

 

 

 

 

 

 

Intermediate High (IH)

 

I can engage in long conversations and participate in discussions on my homework or on work-related activities.

 

I can obtain information related to my assignments or recreation plans, with occasional need for follow-up explanations.

 

I can exchange detailed factual information on matters within my fields of interest while relying on my dominant language to provide the vocabulary and language structures I lack.

 

I can convey degrees of emotion and react appropriately to the emotions of others even when there are limitations in vocabulary.

 

I can describe everyday scenes and narrate common events, occasionally connecting sentences into paragraphs.

 

(Added specific descriptors for languages with tones, or for specific language attributes:)

 

 

 

 

 

 

 

Advanced Low (AL)

 

I can comfortably narrate events and give concrete descriptions in extended conversation on a range of topics despite occasional hesitation.

 

I can participate actively in most informal and some formal conversations about work, home, and leisure activities.

 

I can with some self-correction talk about much of what I have read, seen, or heard within the major time frames.

 

I can with occasional repetition and restatement express my ideas about a cultural reading at school or about what action should be taken at work.

 

I can handle appropriately unpredictable occurrences in a hotel, restaurant, or train station. 

 

(Added specific descriptors for languages with tones, or for specific language attributes:)

 

 

 

 

 

 

 

Advanced Mid (AM)

 

I can confidently and effectively handle most social situations with ease.

 

I can participate fully in most informal and some formal conversations on activities related to school and work.

 

I can narrate and describe in all major time frames (past, present, and future) as is appropriate to the demands of the discussion of a literary work or of a conversation about an issue at work.

 

I can handle with ease a complication or unexpected turn of events, such as a canceled airline flight or a staffing change at work.

 

I can contribute to conversations on a variety of concrete topics in a manner that is clear, accurate, and concrete without misrepresentation or confusion. 

 

(Added specific descriptors for languages with tones, or for specific language attributes:)

 

 

 

 

 

 

 

Advanced High (AH)

 

I can take part with ease in all conversations and discussions socially and at work.

 

I can narrate fully and accurately in all time frames across a variety of concrete topics ranging from literature to current events.

 

I can sometimes develop structured arguments to support my opinions and hypotheses.

 

I can discuss some topics abstractly, especially select topics related to my fields of expertise or areas of interest.

 

I can easily paraphrase if I cannot find the right word or structure to express myself. 

 

(Added specific descriptors for languages with tones, or for specific language attributes:)

 

 

 

 

 

 

 

Superior (S)

 

I can participate fully and effectively in conversations on a wide variety of topics in formal and informal settings, from both concrete and abstract perspectives.

 

I can support my opinions and make recommendations by providing relevant explanations, arguments, and comments.

 

I can understand and use many idiomatic expressions and colloquialisms effectively.

 

I can exchange complex information about work-related or professional tasks with ease.

 

I can participate in discussions and support my opinions and viewpoints on contemporary issues, such as current events, politics, business, and other important matters.

 

(Added specific descriptors for languages with tones, or for specific language attributes:)

 

 

 

 

 

 

 

Distinguished (D)

 

I can converse appropriately in several registers, both formally and informally, according to age group, professional interest, or social situation.

 

I can persuade, counsel, and negotiate effectively using the target language in a professional setting.

 

I can interpret from my native or another dominant language into the target language and to my native or another dominant language from the target language.

 

I can converse fluently using precise and extensive vocabulary across a wide variety of topics and situations within the range of my own personal and professional experience.

 

I can consistently use language patterns and cultural references of the target language rather than language patterns and cultural references of my dominant language.

 

(Added specific descriptors for languages with tones, or for specific language attributes:)