The English Language Proficiency Standards
The five English language proficiency standards are identical for the classroom and largescale
state assessment frameworks. They reflect the social and academic dimensions of acquiring
a second language that are expected of English language learners in grade levels K-12 attending
schools in the United States. Each English language proficiency standard addresses a specific
context for language acquisition (social and instructional settings as well as language arts,
mathematics, science, and social studies) and is divided into four grade level clusters: K-2, 3-5,
6-8, and 9-12.
Overall, the language proficiency standards center on the language needed and used by English
language learners to succeed in school:
English Language Proficiency Standard 1:
English language learners communicate in English for SOCIAL AND
INSTRUCTIONAL purposes within the school setting.
English Language Proficiency Standard 2:
English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of LANGUAGE ARTS.
English Language Proficiency Standard 3:
English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of MATHEMATICS.
English Language Proficiency Standard 4:
English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of SCIENCE.
English Language Proficiency Standard 5:
English language learners communicate information, ideas, and concepts necessary
for academic success in the content area of SOCIAL STUDIES.
The Language Domains
Each of the five English language proficiency standards encompasses four language domains:
listening, speaking, reading, and writing. The language domains reflect the modality of the
communication that is further delineated by the language proficiency levels and their model
performance indicators. The definitions of the language domains are as follows:
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
Spolsky (1989), in his theory of second language learning, imposes a set of conditions that shape
the acquisition process. Among them is the recognition that individual language learners vary in
their productive and receptive skills, with receptive language (listening and reading) generally
developing prior to and to a higher level than productive language (speaking and writing). Thus,
English language learners may not be at a uniform level of English language proficiency across
the four domains. This pattern may also be reflected in their native language proficiency. Unless
English language learners have been schooled in their native language, their oral language or
literacy may not be fully developed for their age level. The differential language acquisition of
these students in the four language domains must be taken into consideration in instructional
planning and assessment.
المادة المعروضة اعلاه هي مدخل الى المحاضرة المرفوعة بواسطة استاذ(ة) المادة . وقد تبدو لك غير متكاملة . حيث يضع استاذ المادة في بعض الاحيان فقط الجزء الاول من المحاضرة من اجل الاطلاع على ما ستقوم بتحميله لاحقا . في نظام التعليم الالكتروني نوفر هذه الخدمة لكي نبقيك على اطلاع حول محتوى الملف الذي ستقوم بتحميله .
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