Teachers take into consideration that learners may show proficiency at different levels in different modalities at any give time. Language learning is not a linear process. Teachers select authentic texts for practice and evaluation of listening and reading from the beginning of instruction. Teachers may substitute texts created for specific classroom tasks, provided that the language is linguistically and culturally appropriate. Learners also need opportunities to practice speaking and writing in meaningful contexts.
Cultural awareness is an essential component of language proficiency.
Therefore, teachers should integrate culture into all levels and aspects of instruction. These activities take into account the affective component of learning, which includes such factors as student motivation, attitudes, anxiety and specific interests. Assessment Language proficiency is more than time spent in the classroom or grades earned. When giving feedback to students, teachers take into account the objectives of the tasks in question and feedback should match these objectives. In developing tests, teachers consider classroom practices.