"Teaching for proficiency” has become a popular slogan, but the language teaching profession is only beginning to understand the range of curricular, instructional, and assessment challenges this phrase implies. Participants in this workshop will:

• Contrast and analyze the differences between “achievement-” and “proficiency-oriented” teaching.

• Discover how the role of the teacher changes as instructional goals move beyond achievement to fostering unrehearsed performance and proficiency.

• Explore the curriculum challenges of matching communication tasks with appropriate topical areas and setting accuracy expectations.

• Expand the ACTFL proficiency statements into elaborated learning outcomes for the classroom.

• Develop appropriate activities to help students adjust their traditional textbook-based achievement expectations and focus on preparing for language use in the real world.

• Review rubrics designed to rate a student’s performance at various skill levels.

• Create tests that encourage students and give them appropriate feedback as they progress from rehearsed to unrehearsed abilities.