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A focus of ACTFL 2011 will be on how language educators can prepare students for living, working, and learning in a global environment.

While technology is embedded in all 21st century classroom activities, this strand focuses on specific cutting edge technologies that promote language development and cultural understanding including social networking and global communities.

Building the language capacity of the U.S. is an ongoing challenge that requires effective policies, local and national advocacy efforts, and matching U.S. student performance against international benchmarks. Developing effective teachers and effective teacher leaders and mentors is also a critical component of our profession.

The Guidelines are not based on any particular theory, pedagogical method, or educational curriculum. They neither describe how an individual learns a language nor prescribe how an individual should learn a language, and they should not be used for such purposes. They are an instrument for the evaluation of functional language abilityfunctional language abilityA language user's ability to accomplish real world communicative tasks such as handling a simple social transaction or resolving a situation with a complication..

what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context.

These Guidelines present the levels of proficiency as ranges, and describe what an individual can and cannot do with language at each level, regardless of where, when, or how the language was acquired.