Introduction to the New English Language Proficiency Standards - PowerPoint PPT Presentation

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Introduction to the New English Language Proficiency Standards

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  1. Introduction to the New English Language Proficiency Standards The language proficiency standards center on the language needed and used by English language learners to succeed in school

  2. The 2006 PreK-12 English Language Proficiency Standards have built from TESOL’s 1997 Pre-K-12 ESL Standards.

  3. TESOL’s2006 PreK-12 English Language Proficiency Standards TESOL’s 1997 ESL Standards National and State Academic Content Standards

  4. 1997 ESL Goals 2006 English Language Proficiency Standards Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting. Goal 1: To use English to communicate in social settings Goal 3: To use English in socially and culturally appropriate ways Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts. Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics. Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of science. Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies. Goal 2: To use English to achieve academically in all content areas

  5. English Language Proficiency Standard 1: English language learners communicate in English for SOCIAL, INTERCULTURAL, AND INSTRUCTIONAL purposes within the school setting.


  6. English Language Proficiency Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of LANGUAGE ARTS.

  7. English Language Proficiency Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of MATHEMATICS.

  8. English Language Proficiency Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SCIENCE.

  9. English Language Proficiency Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of SOCIAL STUDIES

  10. We refer to the English language proficiency standards as • Social, intercultural, and instruction language • The language of language arts • The language of math • The language of science • The language of social studies

  11. Organization of the Standards • The standards and their components are presented in the form of a matrix. • It is hoped that educators across every content area will use the models presented when working with ELLs.

  12. The Components of the Standards • Four Language Domains • Five Grade Level Clusters • Levels of English Language Proficiency

  13. Four Language Domains • Listening—process, understand, interpret, and evaluate spoken language in a variety of situations • Speaking—engage in oral communication in a variety of situations for an array of purposes and audiences • Reading—process, interpret and evaluate written language, symbols and text with understanding and fluency • Writing—engage in written communication in a variety of forms for an array of purposes and audiences

  14. Five Grade Level Clusters 1-3 PreK-K 4-5 6-8 9-12

  15. Levels of English Language Proficiency 5 BRIDGING 4 EXPANDING 3 DEVELOPING 2 EMERGING 1 STARTING

  16. Level 1 Starting Level 2 Emerging Level 3 Developing Level 4 Expanding Level 5 Bridging Listening Speaking Reading Writing English Language Proficiency Standards: Sample Performance Indicator (SPI) A strandof SPIs Grade Level Cluster

  17. The Rationale for Developing English Language Proficiency Standards for English Language Learners

  18. 1. The standards-based educational movement is stronger today than ever before.

  19. 2. Theory and research support sustained content-driven instruction and assessment for English language learners.

  20. 3. Across the states, the English language learner school population is becoming more visible and viable.

  21. 4. Federal mandates (namely, the No Child Left Behind Act) have impacted all sectors of the educational community.

  22. 5. As a professional organization, TESOL assumes leadership in providing up-to-date resources to the field.