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The ACTFL 5 Cs refer to the "five core components of language learning and proficiency" (語言學習和熟練程度) as defined by the American Council on the Teaching of Foreign Languages (ACTFL). These components provide a comprehensive framework for language education and assessment. The five Cs are as follows:
1. Communication: This refers to the ability to interact and express oneself in the target language. It encompasses both spoken and written communication, as well as receptive skills such as listening and reading comprehension. Effective communication involves understanding and producing messages in different contexts and for various purposes.
**Students can show what they can DO for the language, not what they know.
For instance, language learners can deliver a presentation introducing the customs, traditions, beliefs, and values of the Chinese New Year, and then compare these with Western Christmas.
2. Cultures: This component emphasizes the importance of understanding and appreciating the cultures associated with the target language. Language and culture are intertwined, so learning a language involves gaining insights into the customs, traditions, beliefs, and values of the people who speak it. (習俗、傳統、信仰和價值觀) Cultural competence enables learners to navigate cultural differences and engage respectfully with diverse communities. (學習者能夠駕馭文化差異並尊重地參與不同的社區。)
For example, during Chinese New Year, people eat Nian gao, or 'year cake,' which is a sticky rice cake symbolizing prosperity. The words 'nian gao' sound like 'getting higher year on year,' representing the aspiration to grow and improve in each coming year.
3. Connections: This aspect focuses on making connections between the target language and other disciplines or areas of knowledge. It highlights the interdisciplinary nature of language learning and encourages learners to explore connections with subjects such as history, geography, literature, science, and more. This helps learners develop a broader understanding of the world and the role of language within it.
Learners can combine home economics and bake a traditional food like the "Nian gao" or 'year cake' to celebrate the Chinese New Year, fostering connections between language learning and culinary skills.
4. Comparisons: Comparisons involve reflecting on both the target language and one's native language or other languages known. Learners are encouraged to analyze and contrast linguistic, cultural, and pragmatic aspects of different languages, identifying similarities and differences. This process enhances language learners' metalinguistic awareness and promotes a deeper understanding of language systems and structures. Such as,
For instance, students can compare the food traditions of Europeans during Christmas to those of the Chinese during the New Year, allowing for a deeper appreciation of cultural diversity and language nuances.
5. Communities: Engaging with communities that use the target language. This includes both local and global communities. By participating in authentic language use outside the classroom, learners gain exposure to diverse perspectives, build meaningful connections, and develop practical skills for real-world communication. Such as,
Interacting with native speakers in study tour " Chinese summer camp in Taiwan".
Participating in cultural events, such as Chinese traditional festival.
Using online platforms for language exchange.
Other relative resource:
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