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"The NCSSFL-ACTFL Can-Do Statements are self-assessment checklists used by language learners to assess what they "can do" with language in the Interpersonal, Interpretive, and Presentational modes of communication. These modes of communication are defined in the National Standards for 21st Century Language Learning and organized in the checklist into the following categories: Interpersonal (Person-to-Person) Communication Presentational Speaking (Spoken Production) Presentational Writing (Written Production) Interpretive Listening Interpretive Reading Click within each cell to display the benchmark and the associated Can Do Statement PDF. Or, click on a Level/Mode row or column to expand the entire level or mode."

Driving Question: How can student voice and choice enrich language learning? Recent articles in publications like The Atlantic and The Hill highlight what many describe as a dismal state of language learning in the United States. Both pieces speak to the largely ineffective outcomes of language study, since so few language learners achieve a meaningful level of proficiency, even after years of study. Contributing to the state of language discussion, a recent ACTFL study shows that fewer students are pursuing language study. What seems like a lack of serious commitment to improve outcomes in the U.S. also reflects a long-standing cultural attitude that language learning isn't a worthwhile endeavor.

"On a given day, how much time do your students spend working on their fluency? At the elementary level, hours are devoted to reading and speaking fluency. In middle and high school, students read aloud, deliver oral presentations, and write in a variety of formats to improve upon their language fluency. And yet, while we devote a significant portion of every school day to a student's reading, writing and language fluency, how much time is devoted to the development of their technology fluency? "