English Language Learners need to meet proficiency standards.
The 2001 No Child Left Behind legislation introduced a requirement that each state in the United States establish standards of proficiency for English Language Learners. The National Clearinghouse for English Language Acquisition defers to Teachers of English to Speakers of Other Languages Inc. as an authoritative source for the organization as well as clarification of these standards and student outcomes in English proficiency.
Standards Groupings
Note the five established proficiency levels for English Language Learners (ELLs). Teachers of English to Speakers of Other Languages Inc. (TESOL) organizes the overall goal of student outcomes into five levels or standards groups. These levels focus on communication ability in five areas: the school setting, language arts, mathematics, science and social studies. According to TESOL, ELLs must demonstrate ability to "communicate for social, intercultural and instructional purposes" in the first level and "communicate information, ideas and concepts necessary for academic success" in the remaining areas.
Domains
Consider the four domains for student outcomes in English language proficiency. These four domains are listening, speaking, reading and writing. The level of proficiency in each domain varies according to the ELL's grade level. Each language standard area is divided into these domains. For example, the ELL will meet outcomes for listening, speaking, reading and writing for communicating in the school setting, in language arts, in mathematics, in science and in social studies.
Grade Level
Review the grade level arrangement in the United States educational system and how this relates to student outcomes in English language learning. Educational grades are arranged in five clusters. TESOL arranges student outcomes in English proficiency to correlate to this grade system. At the pre-kindergarten through kindergarten levels the focus is to create a nurturing environment for ELLs. In grades 1 through 3, the emphasis is on learning to read. ELLs in grades 4 and 5 are encouraged to develop skills that aid in the learning process, or "reading to learn." From 6th through 8th grades, ELL proficiency includes greater academic growth. Finally, from 9th through 12th grades, ELLs are expected to perform at the same academic and social levels as their native English-speaking peers.
Levels of Proficiency
Keep in mind that proficiency in each standard area and grade level falls into one of four categories. TESOL guidelines refer to Starting, Emerging, Developing, Expanding and Bridging. At the first level, ELLs glean meaning from visual clues such as pictures and maps. Memorized word groups are predominant at the second level, with limited understanding of the spoken word. Speech grows to simple sentences and ability to understand the spoken word expands to include more complex sentences at the third level. Fluency in reading with the ELL communicating well in everyday settings mark the fourth level, and at the final level, ELLs communicate with peers with little or no need for language support.
Tags: student outcomes, outcomes English, student outcomes English, English Language Learners, Language Learners, arts mathematics