Bex Crawford
Bex is a modern foreign languages teacher educator from Scotland, now working extensively with US world-language programs. She trains teachers in ACTFL-aligned proficiency teaching and has spent fifteen years arguing that the British, Scottish, and American world-language traditions have more to learn from each other than they usually acknowledge.
- ACTFL can-dos
- The IPA framework
- The 90 percent target-language rule
- Strategy instruction
4 pieces in the archive.
Mapping ACTFL can-dos, how to backwards-design a unit from a single statement.
Every Spanish department I know prints out the NCSSFL-ACTFL can-do statements at the start of the year. By October they are taped to a wall and ignored. The can-dos are the single most useful standards document we have. The problem is how teachers are taught to use them.
The 90 percent target language rule, ACTFL's most ignored position statement.
ACTFL issued the ninety-percent target language position statement in 2010. Sixteen years later most Spanish departments are running closer to fifty percent and pretending otherwise. The position is defensible. The implementation is what we keep getting wrong.
The good language learner, what the strategy research actually found, fifty years later.
Joan Rubin asked an obvious question in 1975: what do the students who learn languages well do that other students do not? The research that followed produced one of the most useful (and most overhyped) findings in our field.
The ACTFL IPA framework, without the jargon.
Integrated Performance Assessment is one of the most useful frameworks the profession has produced, and one of the worst-explained. Here is what it actually says, what it asks of your teaching, and what a real three-mode unit looks like.
Meet the rest of the team.
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