Knowledge Base: Terminology and Frameworks

Clear understanding of language learning terminology enables effective planning and assessment. This knowledge base defines key concepts, proficiency frameworks, and distinctions relevant to homeschool language education.

Proficiency Frameworks

ACTFL Proficiency Guidelines

The American Council on the Teaching of Foreign Languages framework describes language ability across four skills:

CEFR (Common European Framework)

International standard with six levels:

• A1/A2 — Basic User
• B1/B2 — Independent User
• C1/C2 — Proficient User

Types of Language Learning

Second Language (L2) — Learned after the first language, typically in formal educational settings

Foreign Language — Learned in a context where it is not the dominant community language

Heritage Language — Family language learned to some degree in childhood but not fully developed; often reclaimed in adolescence or adulthood

Simultaneous Bilingualism — Learning two languages from birth

Sequential Bilingualism — Learning a second language after the first is established

Skill Distinctions

Receptive Skills — Listening and reading (receiving language input)

Productive Skills — Speaking and writing (producing language output)

Bilingualism — Ability to communicate in two languages

Biliteracy — Ability to read and write in two languages (distinct from oral bilingualism)

Key Concepts

Comprehensible Input — Language slightly above the learner's current level but understandable through context; essential for acquisition

Affective Filter — Emotional factors (anxiety, motivation, self-confidence) that block or facilitate language acquisition

Interlanguage — The developing linguistic system learners create as they acquire a new language, containing elements of both native and target languages

Language Transfer — Influence of the native language on second language learning; can be positive (facilitating) or negative (interfering)

Code-Switching — Alternating between languages in conversation; a normal feature of bilingual communication, not a sign of deficiency