The ACTFL Proficiency Guidelines are a description of 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.
The direct application of the ACTFL Proficiency Guidelines is for the evaluation of functional language ability. The Guidelines are intended to be used for global assessment in academic and workplace settings. However, the Guidelines do have instructional implications. The ACTFL Proficiency Guidelines underlie the development of the ACTFL Performance Guidelines for K-12 Learners (1998) and are used in conjunction with the National Standards for Foreign Language Learning (1996, 1998, 2006) to describe how well students meet content standards. For the past 25 years, the ACTFL Guidelines have had an increasingly profound impact on foreign language teaching and learning in the United States.
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Go is a general-purpose language designed with systems programmingin mind. It is strongly typed and garbage-collected and has explicitsupport for concurrent programming. Programs are constructed frompackages, whose properties allow efficient management ofdependencies.
Tokens form the vocabulary of the Go language.There are four classes: identifiers, keywords, operatorsand punctuation, and literals. White space, formed fromspaces (U+0020), horizontal tabs (U+0009),carriage returns (U+000D), and newlines (U+000A),is ignored except as it separates tokensthat would otherwise combine into a single token. Also, a newline or end of filemay trigger the insertion of a semicolon.While breaking the input into tokens,the next token is the longest sequence of characters that form avalid token.
Implementation restriction: Although numeric constants have arbitraryprecision in the language, a compiler may implement them using aninternal representation with limited precision. That said, everyimplementation must:
For instance, some architectures provide a "fused multiply and add" (FMA) instructionthat computes x*y + z without rounding the intermediate result x*y.These examples show when a Go implementation can use that instruction:
Constant expressions are always evaluated exactly; intermediate values and theconstants themselves may require precision significantly larger than supportedby any predeclared type in the language. The following are legal declarations:
Current implementations provide several built-in functions useful duringbootstrapping. These functions are documented for completeness but are notguaranteed to stay in the language. They do not return a result.
Learners and educators use the statements for self-evaluation to become more aware of what they know and can do in the target language. By using statements aligned to the proficiency scale, educators can more easily create rubrics that enable learners to chart their progress.
The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication and the Reflection Tool for Learners provide a set of examples and scenarios that show how learners use the target language and knowledge of culture to demonstrate their Intercultural Communicative Competence (ICC).
The impact on learners and learner achievement of Can-Do Statements, as evidenced in LinguaFolio (LF) and its European predecessor, the European Language Portfolio (ELP), has been investigated through a growing body of research. LinguaFolio was designed to help language educators develop autonomous learning and learner empowerment. Research at the classroom level has revealed that goal setting, which is at the heart of LF and ELP, promotes self-regulated learning, increases language and academic achievement, enhances motivation and task value, and improves self-assessment when implemented regularly and frequently (Burton & Swain, 2014; Ciesielkiewicz & Coca, 2013; Little, 2009; Little, 2003; Little, Goullier, & Hughes, 2011; Moeller, Theiler, & Wu, 2012; Ziegler, 2014; Ziegler & Moeller, 2012; Clarke, 2013; Moeller & Yu, 2015). Learners who experienced LF as an intervention in the world language classroom achieved higher academic outcomes as measured by cumulative GPA and ACT scores in math, science, reading, and English compared to students who were not exposed to LF (Clarke, 2013).
These studies have shown that the major components of setting goals, documenting progress, and self-assessment of learning are critical in developing learner autonomy and self-regulation in language learners that contribute to increased motivation, higher language achievement, and academic success.
First, we will start with reading and listening. They seem very different but they have one major thing in common: Reading and listening are both receptive skills. You will receive English-language input and need to understand it.
To continue improving your reading skills, choose a newspaper you have never read before. Choose a genre of novels that is new to you. If you read a wider variety of genres and authors, you will encounter more varied language and you will be more likely to learn something new.
Like all the other language skills you are improving now, your listening comprehension of these accents will improve with practice. Once you feel more comfortable, you could even try to find a language partner from that region to practice with!
Listening to a podcast on a topic that you know a lot about in your native language will improve your language skills in English. You will already know most of what they are talking about, because you learned about this topic before you learned English.
Every day, make a list of five idioms that you would like to use. It is okay to repeat a few of the idioms for many days, or even weeks. Then, challenge yourself to find appropriate moments in the day to use them. Even if you are speaking your own native language all day at work, you can do this silently in your own mind.
No other dictionary matches M-W's accuracy and scholarship in defining word meanings. Our pronunciation help, synonyms, usage and grammar tips set the standard. Go beyond dictionary lookups with Word of the Day, facts and observations on language, lookup trends, and wordplay from the editors at Merriam-Webster Dictionary.
A separate drafting site is available with paragraph structure matching the official CFR formatting. If you work for a Federal agency, use this drafting site when drafting amendatory language for Federal regulations: switch to drafting.ecfr.gov.
The specific requirements and responsibilities of Federal agencies and non-Federal entities are set forth in this part. Federal agencies making Federal awards to non-Federal entities must implement the language in subparts C through F of this part in codified regulations unless different provisions are required by Federal statute or are approved by OMB.
The Federal awarding agency and the non-Federal entity should, whenever practicable, collect, transmit, and store Federal award-related information in open and machine-readable formats rather than in closed formats or on paper in accordance with applicable legislative requirements. A machine-readable format is a format in a standard computer language (not English text) that can be read automatically by a web browser or computer system. The Federal awarding agency or pass-through entity must always provide or accept paper versions of Federal award-related information to and from the non-Federal entity upon request. If paper copies are submitted, the Federal awarding agency or pass-through entity must not require more than an original and two copies. When original records are electronic and cannot be altered, there is no need to create and retain paper copies. When original records are paper, electronic versions may be substituted through the use of duplication or other forms of electronic media provided that they are subject to periodic quality control reviews, provide reasonable safeguards against alteration, and remain readable.
Edgar Allan Poe: Storyteller contains seven popular Poe stories: "The Mask of the Red Death," "The Story of William Wilson," "The Fall of the House of Usher," "The Black Cat," "The Murders in the Rue Morgue," "The Tell-Tale Heart," and "The Cask of Amontillado." The stories are slightly adapted for language learners and is suitable for high-intermediate and advanced learners of English.
Managed code is written in one of the high-level languages that can be run on top of .NET, such as C#, Visual Basic, F# and others. When you compile code written in those languages with their respective compiler, you don't get machine code. You get Intermediate Language code which the runtime then compiles and executes. C++ is the one exception to this rule, as it can also produce native, unmanaged binaries that run on Windows.
What is "Intermediate Language" (or IL for short)? It is a product of compilation of code written in high-level .NET languages. Once you compile your code written in one of these languages, you will get a binary that is made out of IL. It is important to note that the IL is independent from any specific language that runs on top of the runtime; there is even a separate specification for it that you can read if you're so inclined.
Similar to this, C# is one language that allows you to use unmanaged constructs such as pointers directly in code by utilizing what is known as unsafe context which designates a piece of code for which the execution is not managed by the CLR.
MATLAB helps you take your ideas beyond the desktop. You can run your analyses on larger data sets, and scale up to clusters and clouds. MATLAB code can be integrated with other languages, enabling you to deploy algorithms and applications within web, enterprise, and production systems.
Languages like Python, Java, JavaScript, C, C++, C#, Kotlin, Flutter, Swift/iOS, PHP, Golang, Typescript, Perl, Lisp, Rust, Ruby, Scala, Haskell, Objective-C, Julia and other general programming books are covered. Other Programming Languages like Assembly language, Clojure, COBOL, Elixir, Erlang, F Sharp, Fortran, MATLAB, etc will be added soon. 2ff7e9595c