Illinois State Board of Education
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In 2019, Illinois adopted the World Readiness Standards for Learning Languages (the Standards), as defined and published by the American Council on the Teaching of Foreign Languages (ACTFL). The Standards promote cultural understanding as well as language proficiency and guide teachers and students through five levels of language proficiency from novice to distinguished. Each level includes benchmarks for students to demonstrate their ability to use the language in a global and multicultural context and within other academic disciplines. The Standards also emphasize multiple modes of communication and interaction, from speaking interpersonally, writing for different purposes, and signing in appropriate contexts, to analyzing and presenting on a variety of topics.  

News & Updates

Beginning with the freshman class of 2028-29, Illinois will have a two-year World Language graduation requirement. Please review the FAQ document for this upcoming change and email any additional questions to kskinner@isbe.net and emizera@isbe.net​.

Standards

ACTFL has published a variety of tools to help educators plan, evaluate, and teach the Standards. 

  • The Standards two-page summary​PDF Document

    World Readiness Standards Overview


  • The ACTFL 2024 Proficiency Guidelines
    • To access this document, you must create a login with ACTFL. There is no fee or membership required to create a login.

      This 56-page publication contains an explanation of what proficiency means in terms of second language acquisition and development. It contains descriptors of what individuals can do with language with regards to  speaking, writing, listening, signing, and reading in real-world situations in a spontaneous and non-rehearsed context. These proficiency guidelines offer a framework for what students should be capable of doing at each of the sublevels for Novice, Intermediate, and Advanced levels. This document might be useful as:
      • An overview of proficiency-based objectives for an administrator or evaluator who is not familiar with second language acquisition and proficiency-based classrooms
      • A guide for teachers when determining the objectives for a particular lesson plan, unit, or activity
      • A support for developing a scope and sequence within a department that is building a comprehensive proficiency-based language program

      For reference, the Illinois State Seal of Biliteracy is earned by demonstrating at least Intermediate-High language proficiency on approved assessments.

  • The NCSSFL-ACTFL Can-Do Statements​​​

    The “Can-Dos” model the continuum of growth in intercultural communication skills through the Novice, Intermediate, Advanced, Superior, and Distinguished levels. The Can-Dos are NOT prescriptive and do not identify what to learn or teach at each sublevel; rather, they show the skills and functions that can be carried out with full control at each sublevel. They also lead learners toward developing intercultural competence — the ability to interact effectively and appropriately with people from other language and cultural backgrounds.

    The examples of communicative tasks in the Can-Dos include topics that expand across the proficiency continuum, from familiar (daily life, personal experiences, classroom or researched topics) to concrete, to abstract and hypothetical. Because they are designed for learner use, they encourage individuals to engage in active goal setting and progress monitoring.

    The Can-Dos are also helpful for educators writing intercultural communication learning targets for curriculum, unit, and lesson plans. Educators may have an idea of what they want their students to be able to do, and the Can-Dos show how to scaffold and spiral language skills in order to get there. The Can-Dos are also valuable for education and industry partners because they clarify     how well learners at different levels can communicate.​​​​​​​

Professional Organizations and Conferences

Some of the following organizations may provide professional development. For more information, please visit the websites below.

Language Endorsements

Ethnic Language Schools/Community Based Heritage Language Schools

An ethnic language school is a part-time private program that teaches the foreign language of a particular ethnic group as well as the culture, geography, history, and other aspects of the culture of that ethnic group.

Each year, an ethnic language school may seek approval from the Multilingual / Language Development Department to show that the language instruction offered is equivalent in content, rigor, etc. to foreign language instruction offered at a public high school. This program provides for that approval under 105 ILCS 5/2-3.44​ in the School Code. The School Code has additional references to ethnic language schools under 105 ILCS 5/2-3.45 and 105 ILCS 5/10-22.43a​. A minimum of 120 hours per student of instruction in language (and culture) is required for this approval.

​Applications for the 2025-2026 school year will be accepted from July 1, 2025, until November 1, 2025. Please ensure that a current email address is included on your application as well as a school website, if available. Applications should be sent to Emily Mizera at emizera@isbe.net​​.

World Language Resources

World Languages

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Contact Information