Cobb County World Language Programs

Teacher Quick Links

Programs by Language 

Click HERE to access the list individual language programs as well as specific language program information.

Language Programs by Level

Bilingual and Specialized Programs

The programs below are exclusive to each school. Click over each item to find additional information.

Seals

Cobb County School District the following Georgia Department of Education World Language Seals:

Georgia Seal
of Biliteracy
International Skills
Diploma Seal

  

* Not all programs are available at all schools, please check with your local school for details.

** The selection of target language on Dual Language Immersion programs is a local school decision based on community input.

Writers at the Intermediate level are characterized by the ability to meet practical writing needs, such as simple messages and letters, requests for information, and notes. In addition, they can ask and respond to simple questions in writing. These writers can create with the language and communicate simple facts and ideas in a series of loosely connected sentences on topics of personal interest and social needs. They write primarily in present time. At this level, writers use basic vocabulary and structures to express meaning that is comprehensible to those accustomed to the writing of non-natives.

Intermediate High

Writers at the Intermediate High sublevel are able to meet all practical writing needs of the Intermediate level. Additionally, they can write compositions and simple summaries related to work and/or school experiences. They can narrate and describe in different time frames when writing about everyday events and situations. These narrations and descriptions are often but not always of paragraph length, and they typically contain some evidence of breakdown in one or more features of the Advanced level. For example, these writers may be inconsistent in the use of appropriate major time markers, resulting in a loss of clarity. The vocabulary, grammar, and style of Intermediate High writers essentially correspond to those of the spoken language. Intermediate High writing, even with numerous and perhaps significant errors, is generally comprehensible to natives not used to the writing of non-natives, but there are likely to be gaps in comprehension.

Intermediate Mid

Writers at the Intermediate Mid sublevel are able to meet a number of practical writing needs. They can write short, simple communications, compositions, and requests for information in loosely connected texts about personal preferences, daily routines, common events, and other personal topics. Their writing is framed in present time but may contain references to other time frames. The writing style closely resembles oral discourse. Writers at the Intermediate Mid sublevel show evidence of control of basic sentence structure and verb forms. This writing is best defined as a collection of discrete sentences and/or questions loosely strung together. There is little evidence of deliberate organization. Intermediate Mid writers can be understood readily by natives used to the writing of non-natives. When Intermediate Mid writers attempt Advanced-level writing tasks, the quality and/or quantity of their writing declines and the message may be unclear.

Intermediate Low

Writers at the Intermediate Low sublevel are able to meet some limited practical writing needs. They can create statements and formulate questions based on familiar material. Most sentences are recombinations of learned vocabulary and structures. These are short and simple conversational-style sentences with basic word order. They are written almost exclusively in present time. Writing tends to consist of a few simple sentences, often with repetitive structure. Topics are tied to highly predictable content areas and personal information. Vocabulary is adequate to express elementary needs. There may be basic errors in grammar, word choice, punctuation, spelling, and in the formation and use of non-alphabetic symbols. Their writing is understood by natives used to the writing of non-natives, although additional effort may be required. When Intermediate Low writers attempt to perform writing tasks at the Advanced level, their writing will deteriorate significantly and their message may be left incomplete.

For additional information go to 

ACTFL PROFICIENCY GUIDELINES 2012

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Writers at the Novice level are characterized by the ability to produce lists and notes, primarily by writing words and phrases. They can provide limited formulaic information on simple forms and documents. These writers can reproduce practiced material to convey the most simple messages. In addition, they can transcribe familiar words or phrases, copy letters of the alphabet or syllables of a syllabary, or reproduce basic characters with some accuracy.

Novice High

Writers at the Novice High sublevel are able to meet limited basic practical writing needs using lists, short messages, postcards, and simple notes. They are able to express themselves within the context in which the language was learned, relying mainly on practiced material. Their writing is focused on common elements of daily life. Novice High writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but are not able to sustain sentence-level writing all the time. Due to inadequate vocabulary and/or grammar, writing at this level may only partially communicate the intentions of the writer. Novice High writing is often comprehensible to natives used to the writing of non-natives, but gaps in comprehension may occur.

Novice Mid

Writers at the Novice Mid sublevel can reproduce from memory a modest number of words and phrases in context. They can supply limited information on simple forms and documents, and other basic biographical information, such as names, numbers, and nationality. Novice Mid writers exhibit a high degree of accuracy when writing on well-practiced, familiar topics using limited formulaic language. With less familiar topics, there is a marked decrease in accuracy. Errors in spelling or in the representation of symbols may be frequent. There is little evidence of functional writing skills. At this level, the writing may be difficult to understand even by those accustomed to non-native writers.

Novice Low

Writers at the Novice Low sublevel are able to copy or transcribe familiar words or phrases, form letters in an alphabetic system, and copy and produce isolated, basic strokes in languages that use syllabaries or characters. Given adequate time and familiar cues, they can reproduce from memory a very limited number of isolated words or familiar phrases, but errors are to be expected.

 

For additional information go to 

ACTFL PROFICIENCY GUIDELINES 2012

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At the Intermediate level, listeners can understand information conveyed in simple, sentence-length speech on familiar or everyday topics. They are generally able to comprehend one utterance at a time while engaged in face-to-face conversations or in routine listening tasks such as understanding highly contextualized messages, straightforward announcements, or simple instructions and directions. Listeners rely heavily on redundancy, restatement, paraphrasing, and contextual clues.

Intermediate-level listeners understand speech that conveys basic information. This speech is simple, minimally connected, and contains high-frequency vocabulary.

Intermediate-level listeners are most accurate in their comprehension when getting meaning from simple, straightforward speech. They are able to comprehend messages found in highly familiar everyday contexts. Intermediate listeners require a controlled listening environment where they hear what they may expect to hear.

Intermediate High

At the Intermediate High sublevel, listeners are able to understand, with ease and confidence, simple sentence-length speech in basic personal and social contexts. They can derive substantial meaning from some connected texts typically understood by Advanced-level listeners although there often will be gaps in understanding due to a limited knowledge of the vocabulary and structures of the spoken language.

 

 Intermediate Mid

At the Intermediate Mid sublevel, listeners are able to understand simple, sentence-length speech, one utterance at a time, in a variety of basic personal and social contexts. Comprehension is most often accurate with highly familiar and predictable topics although a few misunderstandings may occur. Intermediate Mid listeners may get some meaning from oral texts typically understood by Advanced-level listeners.

 

Intermediate Low

At the Intermediate Low sublevel, listeners are able to understand some information from sentence-length speech, one utterance at a time, in basic personal and social contexts, though comprehension is often uneven. At the Intermediate Low sublevel, listeners show little or no comprehension of oral texts typically understood by Advanced-level listeners.

 

For additional information go to 

ACTFL PROFICIENCY GUIDELINES 2012

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At the Novice level, listeners can understand key words, true aural cognates, and formulaic expressions that are highly contextualized and highly predictable, such as those found in introductions and basic courtesies.

Novice-level listeners understand words and phrases from simple questions, statements, and high-frequency commands. They typically require repetition, rephrasing, and/or a slowed rate of speech for comprehension. They rely heavily on extralinguistic support to derive meaning.

Novice-level listeners are most accurate when they are able to recognize speech that they can anticipate. In this way, these listeners tend to recognize rather than truly comprehend. Their listening is largely dependent on factors other than the message itself.

Novice High

At the Novice High sublevel, listeners are often but not always able to understand information from sentence-length speech, one utterance at a time, in basic personal and social contexts where there is contextual or extralinguistic support, though comprehension may often be very uneven. They are able to understand speech dealing with areas of practical need such as highly standardized messages, phrases, or instructions, if the vocabulary has been learned.

 

Novice Mid

At the Novice Mid sublevel, listeners can recognize and begin to understand a number of high-frequency, highly contextualized words and phrases including aural cognates and borrowed words. Typically, they understand little more than one phrase at a time, and repetition may be required.

 

 

Novice Low

At the Novice Low sublevel, listeners are able occasionally to recognize isolated words or very high-frequency phrases when those are strongly supported by context. These listeners show virtually no comprehension of any kind of spoken message, not even within the most basic personal and social contexts.

 

For additional information go to 

ACTFL PROFICIENCY GUIDELINES 2012

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At the Advanced level, readers can understand the main idea and supporting details of authentic narrative and descriptive texts. Readers are able to compensate for limitations in their lexical and structural knowledge by using contextual clues. Comprehension is likewise supported by knowledge of the conventions of the language (e.g., noun/adjective agreement, verb placement, etc.). When familiar with the subject matter, Advanced-level readers are also able to derive some meaning from straightforward argumentative texts (e.g., recognizing the main argument).

Advanced-level readers are able to understand texts that have a clear and predictable structure. For the most part, the prose is uncomplicated and the subject matter pertains to real-world topics of general interest.

Advanced-level readers demonstrate an independence in their ability to read subject matter that is new to them. They have sufficient control of standard linguistic conventions to understand sequencing, time frames, and chronology. However, these readers are likely challenged by texts in which issues are treated abstractly.

Advanced High

At the Advanced High sublevel, readers are able to understand, fully and with ease, conventional narrative and descriptive texts of any length as well as more complex factual material. They are able to follow some of the essential points of argumentative texts in areas of special interest or knowledge. In addition, they are able to understand parts of texts that deal with unfamiliar topics or situations. These readers are able to go beyond comprehension of the facts in a text, and to begin to recognize author-intended inferences. An emerging awareness of the aesthetic properties of language and of its literary styles permits comprehension of a wide variety of texts. Misunderstandings may occur when reading texts that are structurally and/or conceptually more complex.

Advanced Mid

At the Advanced Mid sublevel, readers are able to understand conventional narrative and descriptive texts, such as expanded descriptions of persons, places, and things and narrations about past, present, and future events. These texts reflect the standard linguistic conventions of the written form of the language in such a way that readers can predict what they are going to read. Readers understand the main ideas, facts, and many supporting details. Comprehension derives not only from situational and subject-matter knowledge but also from knowledge of the language itself. Readers at this level may derive some meaning from texts that are structurally and/or conceptually more complex.

Advanced Low

At the Advanced Low sublevel, readers are able to understand conventional narrative and descriptive texts with a clear underlying structure though their comprehension may be uneven. These texts predominantly contain high-frequency vocabulary and structures. Readers understand the main ideas and some supporting details. Comprehension may often derive primarily from situational and subject-matter knowledge. Readers at this level will be challenged to comprehend more complex texts.

For additional information go to 

ACTFL PROFICIENCY GUIDELINES 2012

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At the Intermediate level, readers can understand information conveyed in simple, predictable, loosely connected texts. Readers rely heavily on contextual clues. They can most easily understand information if the format of the text is familiar, such as in a weather report or a social announcement.

Intermediate-level readers are able to understand texts that convey basic information such as that found in announcements, notices, and online bulletin boards and forums. These texts are not complex and have a predictable pattern of presentation. The discourse is minimally connected and primarily organized in individual sentences and strings of sentences containing predominantly high frequency vocabulary.

Intermediate-level readers are most accurate when getting meaning from simple, straightforward texts. They are able to understand messages found in highly familiar, everyday contexts. At this level, readers may not fully understand texts that are detailed or those texts in which knowledge of language structures is essential in order to understand sequencing, time frame, and chronology.

 

Intermediate High

At the Intermediate High sublevel, readers are able to understand fully and with ease short, non-complex texts that convey basic information and deal with personal and social topics to which the reader brings personal interest or knowledge. These readers are also able to understand some connected texts featuring description and narration although there will be occasional gaps in understanding due to a limited knowledge of the vocabulary, structures, and writing conventions of the language.

 

Intermediate Mid

At the Intermediate Mid sublevel, readers are able to understand short, non-complex texts that convey basic information and deal with basic personal and social topics to which the reader brings personal interest or knowledge, although some misunderstandings may occur. Readers at this level may get some meaning from short connected texts featuring description and narration, dealing with familiar topics.

 

Intermediate Low

At the Intermediate Low sublevel, readers are able to understand some information from the simplest connected texts dealing with a limited number of personal and social needs, although there may be frequent misunderstandings. Readers at this level will be challenged to derive meaning from connected texts of any length.

 

For additional information go to 

ACTFL PROFICIENCY GUIDELINES 2012

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At the Advanced level, listeners can understand the main ideas and most supporting details in connected discourse on a variety of general interest topics, such as news stories, explanations, instructions, anecdotes, or travelogue descriptions. Listeners are able to compensate for limitations in their lexical and structural control of the language by using real-world knowledge and contextual clues. Listeners may also derive some meaning from oral texts at higher levels if they possess significant familiarity with the topic or context.

Advanced-level listeners understand speech that is authentic and connected. This speech is lexically and structurally uncomplicated. The discourse is straightforward and is generally organized in a clear and predictable way

Advanced-level listeners demonstrate the ability to comprehend language on a range of topics of general interest. They have sufficient knowledge of language structure to understand basic time-frame references. Nevertheless, their understanding is most often limited to concrete, conventional discourse.

Advanced High

At the Advanced High sublevel, listeners are able to understand, with ease and confidence, conventional narrative and descriptive texts of any length as well as complex factual material such as summaries or reports. They are typically able to follow some of the essential points of more complex or argumentative speech in areas of special interest or knowledge. In addition, they are able to derive some meaning from oral texts that deal with unfamiliar topics or situations. At the Advanced High sublevel, listeners are able to comprehend the facts presented in oral discourse and are often able to recognize speaker-intended inferences. Nevertheless, there are likely to be gaps in comprehension of complex texts dealing with issues treated abstractly that are typically understood by Superior-level listeners.

Advanced Mid

At the Advanced Mid sublevel, listeners are able to understand conventional narrative and descriptive texts, such as expanded descriptions of persons, places, and things, and narrations about past, present, and future events. The speech is predominantly in familiar target-language patterns. Listeners understand the main facts and many supporting details. Comprehension derives not only from situational and subject-matter knowledge, but also from an increasing overall facility with the language itself.

Advanced Low

At the Advanced Low sublevel, listeners are able to understand short conventional narrative and descriptive texts with a clear underlying structure though their comprehension may be uneven. The listener understands the main facts and some supporting details. Comprehension may often derive primarily from situational and subject-matter knowledge.

 

For additional information go to 

ACTFL PROFICIENCY GUIDELINES 2012

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Subcategories

Arabic Language Program

The Cobb County Arabic program offers the following courses:

  • Levels I-IV

*Not all schools offer all the course levels or languages, please check with your local school for a list of current course offerings.

 

LWL

Why should you learn Arabic?

Visit the Lead with Languages site and learn more about the benefits of learning Arabic and other languages.

Click HERE to learn more about the languages offered at Cobb County Schools.

Chinese Language Program

The Cobb County Chinese program offers the following courses:

  • Levels I-V
  • AP Chinese Language and Culture

*Not all schools offer all the course levels or languages, please check with your local school for a list of current course offerings.

 

LWL

Why should you learn Chinese?

Visit the Lead with Languages site and learn more about the benefits of learning Chinese and other languages.

Click HERE to learn more about the languages offered at Cobb County Schools.

 

 

French Language Program

 LWL

Why should you learn French?

Visit the Lead with Languages site and learn more about the benefits of learning French and other languages.

Click HERE to learn more about the languages offered at Cobb County Schools.

 

The Cobb County French program offers the following courses:

  • Levels I-VIII
  • AP Language & Culture

*Not all schools offer all the course levels or languages, please check with your local school for a list of current course offerings.

 

** Teacher Log-in is required to access some of the resources below:

Course
Profile
Proficiency
Targets
 Instructional
Resources

 

 
Click on the links below for additional resources
:

German Language Program

The Cobb County German program offers the following courses:

  • Levels I-VI
  • AP German Language and Culture

*Not all schools offer all the course levels or languages, please check with your local school for a list of current course offerings.

 

LWL

Why should you learn German?

Visit the Lead with Languages site and learn more about the benefits of learning German and other languages.

Click HERE to learn more about the languages offered at Cobb County Schools.

 

 

 

** Teacher Log-in is required to access some of the resources below:

Course
Profile
Proficiency
Targets
 Instructional
Resources

 

Japanese Language Program

The Cobb County Japanese program offers the following courses:

  • Levels I-V

*Not all schools offer all the course levels or languages, please check with your local school for a list of current course offerings.

 

LWL

Why should you learn Japanese?

Visit the Lead with Languages site and learn more about the benefits of learning Japanese and other languages.

Click HERE to learn more about the languages offered at Cobb County Schools.

 

 

 

Click on the links below for additional resources: (Coming soon)

  • Teacher Resources (log in required)
  • Student Textbook Resources 
  • Online resources

Latin Language Program

The Cobb County Latin program offers the following courses:

  • Levels I-VI
  • AP Latin Language

*Not all schools offer all the course levels or languages, please check with your local school for a list of current course offerings.

 

LWL

Why should you learn Latin?

Visit the Lead with Languages site and learn more about the benefits of learning Latin and other languages.

Click HERE to learn more about the languages offered at Cobb County Schools.

 

 

 

Click on the links below for additional resources: (Coming soon)

  • Teacher Resources (log in required)
  • Student Textbook Resources 
  • Online resources

Portuguese Language Program

The Cobb County Portuguese program is currently offered at our Magnet School for International Studies at North Cobb High School. We offer the following courses:

  • Levels I-III

*Not all schools offer all the course levels or languages, please check with your local school for a list of current course offerings.

 

LWL

Why should you learn Portuguese?

Visit the Lead with Languages site and learn more about the benefits of learning Portuguese and other languages.

Click HERE to learn more about the languages offered at Cobb County Schools.

 

Spanish Language Program

The Cobb County Spanish program offers the following courses

  • Levels I - VIII
  • AP Language & Culture
  • AP Literature & Culture
  • Spanish for native speakers Levels I - II

*Not all schools offer all the course levels or languages, please check with your local school for a list of current course offerings.

** Teacher Log-in is required to access some of the resources below:

Course
Profile
Proficiency
Targets
 Instructional
Resources

 

LWL

Why should you learn Spanish?

Visit the Lead with Languages site and learn more about the benefits of learning Spanish and other languages.

Click HERE to learn more about the languages offered at Cobb County Schools.

 

 

 

 

American Sign Language Program

The Cobb County ASL program offers the following courses:

  • Levels I-IV

*Not all schools offer all the course levels or languages, please check with your local school for a list of current course offerings.

 

LWL

Why should you learn American Sign Language?

Visit the Lead with Languages site and learn more about the benefits of learning American Sign Language and other languages.

Click HERE to learn more about the languages offered at Cobb County Schools.

Cobb County Schools Dual Language Immersion Program

Interested in Dual Language Immersion being offered at your school?

Contact your school principal and let them know you are interested in the program. Click here for the list of Cobb Elementary schools and links to their websites.

 

What is Dual Language Immersion?

Dual Language Immersion is a way to learn academic content while acquiring another language at the same time. Starting the 2015-2016 academic year, Cobb County students have the opportunity to participate on the Dual Language Immersion Program (DLI). The goals of the program are for the students to develop literacy skills in both English and the target language  while attaining a high level of academic achievement that is at or above their grade level in all content areas and to develop a world cultural sensitivity.  Each school/community chooses the immersion language for its school.

 

What schools and grade levels are currently offering the DLI program?

Dual Language Immersion programs provide students with academic instruction in two languages. In addition to gaining grade level content area knowledge and skills, students develop higher levels of language competency.

The list below indicate the available biligual programs available in Cobb at the Elementary and High School levels.

 

Elementary Schools (K-5)

DLI programs at the elementary level will continue to grow one grade level at a time every school year as students move from Kindergarten through 5th grade. Please see the chart below for an list of current schools offering the Dual Immersion program, the language of the program, and the grade levels available for each academic year. 

 School Year 2018 - 2019

School  K 1st 2nd 3rd

WL Languages SpanishClarkdale ElementaryCardinal Clarkdale

       
WL Languages SpanishDowell Elementary Dowell ES        
WL Languages Spanish Fair Oaks ElementaryFairOaks ES        
WL Languages Spanish Hollydale ElementaryHollydale        

WL Languages Spanish Mableton ElementaryMableton Logo

       
WL Languages SpanishNickajack ElementaryNickajack ES
       
WL Languages Spanish Norton Park ElementaryNPES Eagle        
WL Languages Spanish Riverside Primary (K-1) RES horse        
WL Languages Spanish Riverside Intermediate (2-5)        

WL Languages Spanish Russell ElementaryRussell ES

       
WL Languages Spanish Smyrna Elementary smyrna header        

 

High Schools (9-12)

DLI programs at the high school level will continue to grow one grade level at a time every school year as students move from 9th through 12th grade. Please see the chart below for an list of current schools offering the Dual Immersion program, the language of the program, and the grade levels available for each academic year.

School  9th 10th 11th 12th

WL Languages Spanish Sprayberry High School - ISLASHS.Mascot Small

       
WL Languages Spanish Walton High School - ISAWalton Logo        

 

How does it look in the classroom?

Groups smallElementary: Instruction is divided between two high quality, creative classrooms: one English and one immersion (target language) with fifty percent of the academic day taught in English and fifty percent of the academic day taught in the target language. Students enjoy the advantage of two caring, highly qualified teachers. The English-speaking teacher uses half of the instructional day to teach English Language Arts, literacy, and content area support.  The immersion teacher uses the other half of the day to teach math, science, social studies, and target language literacy.Teachers are trained in the use of instructional strategies that promote languages learning and academic development.

 

What skills/content do the students learn in the DLI program?

Content area distribution

 

Students in the Dual Immersion Program learn the concepts and skills for the various subject areas at the same time that they develop the ability to read, write, speak, and listen in another 

language.  Students learn the same concepts and skills for the various subject areas as their grade level peers at the same time that they develop the ability to read, write, speak, and listen in another language. Students receive math, science, and social studies instruction in a target language, such as Spanish, French, or Chinese.  

 

What are the benefits of Dual Language Immersion?

Language Skills: Students achieve high proficiency in the immersion language.Immersion students become bilingual and biliterate.

Improved Performance on Standardized Tests: Immersion students perform as well as or better than non-immersion students on standardized tests of English and math administered in English.

Enhanced Cognitive Skills: Immersion students typically develop greater cognitive flexibility, demonstrating increased attention control, better memory, and superior problem solving skills as well as an enhanced understanding of their primary language.

Increased Cultural Sensitivity: Immersion students are more aware of and show more positive attitudes towards other cultures and an appreciation of other people.

Long Term Benefits: Immersion students are better prepared for the global community and job markets where a second language is an asset.a

sset.

 

Cobb County World Language Program courses are designed to assist the students' development of language and intercultural skills. Each course has set learning targets based on ACTFL's language proficiency standards and NCSSFL-ACTFL Can Do Statements. ACTFL standards goal areas are: Communication, Cultures, Connections, Comparisons, and Communities.

Communication

This is the main area of the standards and in which we based a great part of our course program.  There are three modes within the communication standards, Interpersonal, Presentational, and Interpretive.  Use the links below to learn more about the language domains and sublevels for each mode.

MODES CCSD WL Modes Interpersonal Interpersonal CCSD WL Modes Presentational Presentational CCSD WL Modes Interpretive Interpretive
LEVELS CCSD WL SpeakingSpeaking CCSD WL WritingWriting CCSD WL ListeningListening CCSD WL ReadingReading
Novice CCSD WL Interpersonal NH 100px CCSD WL Speaking NH 100px CCSD WL Writing NH 100px CCSD WL Listening NH 100px CCSD WL Reading NH 100px
Intermediate CCSD WL Interpersonal IH 100px CCSD WL Speaking IH 100px CCSD WL Writing IH 100px CCSD WL Listening IH 100px CCSD WL Reading IH 100px
Advanced CCSD WL Interpersonal AH 100px CCSD WL Speaking AH 100px CCSD WL Writing AH 100px CCSD WL Listening AH 100px CCSD WL Reading AH 100px

Culture

The study of culture and language is strongly interconnected. Students use the language to investigate and interact properly with the practices, perspectives, and products of the various cultures. 

 LEVELS CCSD WL Interculturality Products PracticesProducts and Practices  CCSD WL Interculturality PerspectivesPerspectives  CCSD WL Interculturality InteractionsCultural Interaction 
Novice 
CCSD WL Interculturality Products Practices N 100px

CCSD WL Interculturality Perspectives N 100px

CCSD WL Interculturality Interactions N 100px
 Intermediate  CCSD WL Interculturality Products Practices I 100px  CCSD WL Interculturality Perspectives I 100px  CCSD WL Interculturality Interactions I 100px
 Advanced
CCSD WL Interculturality Products Practices A 100px
 CCSD WL Interculturality Perspectives A 100px  CCSD WL Interculturality Interactions A 100px

 

 

For more information and resources about language proficiency go to the American Council for Teachers of Foreign Languages (ACTFL) at: https://www.actfl.org/