I have my students fill out the "can do statements" throughout the year. They look at them on day one, then again at the mid-term, and then again as we wrap up the final grading period. The idea of learning to communicate in another language is a daunting task in their minds as we begin the year. By showing these "can do" statements to them from the start, helps them to see each topic as small, achievable goals. The statements make the content less overwhelming and breaks the topics down into useful, realistic tasks. Ones that would also be useful in daily conversation about theirselves, their friends, and their family. I have my student's keep the list on the back cover their binder) or somewhere handy, so that they can add check marks to the topics as we learn them. I also provide these checks lists to parents at open house and during conferences. Putting an "I can" mindset to work in a content area that takes many students out of their comfort zones incredibly helpful. Students in foreign language classes often have a rise in anxieties due to the discrepancy between their cognitive abilities and their linguistic skill (Wagner & Urios-Aparisi, 2011). They’re used to doing well grade-wise and performance-wise but all of a sudden there is a disconnect. The ACTFL "can do" statements are way to bridge the gap before they even realize it is there.
References: Wagner, Manuela, and Eduardo Urios-Aparisi. “The Use of Humor in the Foreign Language Classroom: Funny and Effective?” Humor - International Journal of Humor Research, vol. 24, no. 4, 2011, p. 400., doi:10.1515/humr.2011.024
World-Readiness Standards for Learning Languages. (n.d.). Retrieved February 20, 2020, from https://www.actfl.org/publications/all/world-readiness-standards-learning-languages/standards-summary