FL4K and Utah World Languages Core Standards for Proficiency at a Glance

Utah World Languages Core Standards for Proficiency

FL4K’s Alignment with Utah World Languages Core Standards for Proficiency


Includes Communication and Intercultural Competencies and utilizes the 5 Cs for World Readiness Standards for Learning Languages (ACTFL)


  • Interpersonal Communication (IC)

  • Interpretive reading (IR) and Listening (IL)

  • Presentational writing (PW) and speaking (PS)

Intercultural Competencies:

  • CPP – Learners can use their language skills to investigate the world beyond their immediate environment.

  • CP – Learners can use their language skills to recognize and understand others’ ways of thinking as well as their own.

  • CIA – Learner can use language skills and cultural understanding to interact in a cultural context other than their own.



Provides opportunities to compare, connect, and communicate through cultural contexts using authentic resources and offers ideas for teachers and students on how to interact with local and international communities.

FL4K fosters an acquisition process with proficiency targets that lead to a student feeling comfortable and confident with the target language, with the goal of reaching a Novice-High or higher level of proficiency. Provides an engaging and fun language acquisition and intercultural awareness program possible for today’s student so that they can communicate naturally and spontaneously, including Interpretive, Interpersonal, and Presentational skill-building with a complete video program interwoven with an intercultural curriculum, reading program, hands-on activities, online practice questions, and games specifically designed to build oral proficiency

Students will reach an intermediate-low level by the end of the program units and be able to:

  • Identify main ideas, supporting details and various elements such as point of view, intended audience, and purpose from the authentic cultural themes and topics within the nine levels that include 11 Hispanic countries.

  • Comprehend and react to content presented through multiple media sources.

  • Identify cultural perspectives represented in the source material.

  • Present about people, activities, events and experiences.

  • Express needs and wants via the multi-media and multi-leveled formats in FL4K that include polling, written/oral feedback for opinions/preferences and differentiated student abilities.

  • Present songs, short skits, or dramatic readings using the authentic resources, dialogues, songs, and art included in FL4K.


Provides the three modes of communication

  • Interpretive

  • Interpersonal

  • Presentational


  • Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Authentic resources are embedded into the reading and listening activities.

  • Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.

  • Learners present (writing and speaking) information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. Dialogues allow for learner practice in formats used on national tests such as AP, Avant STAMP and ACTFL AAPPL.


Cultures: Use the target language to investigate, explain, and reflect on the relationship between the practices, products, and perspectives of cultures studied. The student can:

  • Investigate and describe similarities and differences in practices, products, and perspectives used across cultures (e.g., holidays, family life, historical and contemporary figures) to understand one’s own and others’ ways of thinking. Students learn how to correct cultural misunderstandings.

  • Use appropriate language and behaviors while participating in familiar culturally authentic activities and situations (e.g., presentations, virtual activities, community celebrations, theatrical productions, concerts, interviews).


  • Seek opportunities and interact with people who speak other languages and who have different cultural practices and perspectives.

  • Observe patterns of behavior typical of one’s peer group in the culture such as observing how different ways of greeting and leave-taking reflect on the relationships between people in the target culture.

  • FL4K brings students experience with products of the target cultures such as stories, poetry, music, paintings, dance, drama, etc., and explains the origin and importance of these products in today’s culture.


Connections: Build, reinforce, and expand knowledge of other content areas and evaluate information and diverse perspectives while using the target language to develop critical thinking and creative problem solving. The student can:

  • Identify and use familiar vocabulary and phrases in the target language supported by resources (e.g., maps, graphs, visuals, audio, digital media) to reinforce prior knowledge and make connections to new knowledge of familiar topics in other content areas (e.g., geography, history, arts, math, science).

  • Access and interpret information in the target language on familiar topics and use it to reinforce and further knowledge in other content areas.

  • Analyze and synthesize information gathered in the target language to think critically and solve problems in other content areas and real- world situations in the culture(s) studied and (as applicable) in one’s own culture.


  • Provides opportunities for collaboration, promoting leadership, critical thinking and problem solving, decision-making, developing technology and media literacy skills, encouraging accountability and responsibility, and developing interculturality and global citizenship. Aligns with ACTFL 21st Century World Readiness Standards.

  • The FL4K culture component is relevant and provides high interest topics that allow students to make comparisons between cultures. Students become aware of global concerns with examples of climate change, lack of resources, changes in habitats and well-being of citizens across the globe.


Comparisons: Use the language to investigate, explain, and reflect on the nature of language and the concept of culture through comparisons of the target language and cultures studied to one’s own. The student can:

  • Explain and compare features of target language (e.g., language patterns, expressions, sentence structures) with his/her own language (as applicable)

  • Compare and contrast familiar topics (e.g., geography, history, the arts) and discuss the impact on the target culture and one’s one culture (as applicable).


  • Presents products, practices, and perspectives of 11 Hispanic cultures with opportunities for investigation and interaction. The program includes cultural comparisons, reflection questions, polls, and opportunities for critical thinking, problem solving, and decision making with regard to the following topics: geography and climate, citizens, languages, sites of interest, transportation, animals, food, lodging, nature, adventures, contemporary topics, and the arts.


Communities: Use the target language to participate in the community and in the globalized world, for enjoyment, enrichment, and advancement. The student can:

  • Use expanded vocabulary and structures in the target language to access and interact with different media and community resources within the school setting (and beyond, as applicable).

  • Use the target language to participate in activities for personal enjoyment and community involvement within the school setting (and beyond, as applicable).


  • Provides templates that can be customized to suit the community of learners. Teachers have the flexibility in using the ready-made resources by FL4K or customizing them to the community needs. The cultural component of the program is widely diverse in gender, ethnicity and race so students can see themselves represented.

  • Activities are differentiated to meet the learner’s proficiency level.

  • Games and hands-on activities engage students within the classroom, school or community and allow for collaboration or competition.


Uses NCSSFL-ACTFL Can-Do self-assessment checklists used by language learners to assess what they “can do” with language in the Interpersonal, Interpretive, and Presentational modes of communication.


Offers Can-Do Statements with built-in recording features for students to provide evidence of what they can do as they progress on a continuum of proficiency according to skill in an interwoven language and culture program with a multi-level intercultural curriculum for differentiation including heritage speakers


Standards lead to the Seal of Biliteracy Achievement.



Mirrors the format for the national tests used for the Seal of Biliteracy to provide a comfort level from the lowest level to the intermediate level. The objective for learning is to scaffold language in context as students achieve higher proficiency levels in each mode. Feedback to students is personalized. Student content can easily be differentiated for learner needs.