Intermediate Low Proficiency Level

As our understanding of language learning changes, so does our pedagogy. The ACTFL Proficiency Standards are powerful tools for teachers. They help us see what students can do at each level of language acquisition, so we can set appropriate expectations, create meaningful learning experiences, and help learners progress with confidence.

In this post, we’re continuing our series on proficiency levels with Intermediate Low—the first level after Novice. If you missed the post about Novice, be sure to check it out!

From Novice to Intermediate Low: A Big Shift in Communication

Making the jump from Novice High to Intermediate Low is a major milestone in language learning. Students are no longer relying on memorized chunks of language. Instead, they are beginning to create with language, using their existing vocabulary and structures to express original thoughts. That “creating with language” is the big hallmark for the intermediate level of proficiency.

Students will still make a lot of mistakes with their output, but their language is more spontaneous, personal, and meaningful!

Hallmarks of the Intermediate Low Level

ACTFL describes Intermediate Low speakers as those who can:

Handle simple conversations on familiar topics
Create with language (not just recite memorized phrases)
Speak in complete sentences, often in the present tense
Ask and answer questions
Use connected sentences, though with frequent pauses and errors
Be understood by sympathetic listeners, even if not always clearly

At this level, students might say:

“Yo voy a la escuela con mi hermano. Nosotros caminamos todos los días. No me gusta la clase de matemáticas porque es difícil.”

It’s simple, but it’s original language, and that’s a big deal! Notice how they begin to add little details to make their sentences personal and a bit longer.

What Can Intermediate Low Students Talk About?

Students at this level can talk about topics like:

Daily routines
Friends and family
Food and likes/dislikes
Hobbies and weekend plans
School and classroom experiences
Anything that involves familiar vocabulary (a unit theme)

They can ask and answer simple questions, describe things, tell what happened (though often still in the present tense), and start sharing their own opinions or preferences. They will often be learning to communicate in the past time frame, but make a lot of errors.

These learners still need a lot of scaffolding and support, but they’re beginning to stretch beyond the basics.

Where Do Intermediate Low Students Struggle?

Even though Intermediate Low students can create with language, their vocabulary and accuracy are still limited. Here are some common challenges:

Verbs: They often stick to the present tense and struggle with irregular forms.
Other Time Frames: They may begin to use past or future, but make frequent errors or revert to present unintentionally.
Organization: Their ideas may be disjointed or repetitive.
Miscommunication: They may need to rephrase or rely on gestures when they get stuck. They will still want to use English when they run into words they don’t know how to say.
Familiarity: They do best when talking about familiar topics. Conversations about abstract or unfamiliar subjects often break down.

And although they’re taking more risks, they still make frequent grammar mistakes, especially with conjugations and word order.

Final Thoughts on Intermediate Low

Intermediate Low students will still need a lot of language support and a lot of encouragement. It’s tough work, especially in a high school classroom setting, to learn another language! Be sure to celebrate all the small wins you see and hear in your classroom. Remind them how far they’ve come! Help them feel proud of what they’re learning and doing. It’s a big deal!