Overview Of The Proficiency Level Descriptors
Overview of the Proficiency Level DescriptorsThe Proficiency Level Descriptors (PLDs) provide an overview of stages of English languagedevelopment that English learners are expected to progress through as they gain increasingproficiency in English as a new language. The PLDs describe student knowledge, skills, andabilities across a continuum, identifying what ELs know and can do at early stages and at exitfrom each of three proficiency levels: Emerging, Expanding, and Bridging 3 . These descriptorsare intended to be used as a guide for teachers and curriculum developers to provide ELs withtargeted instruction in English language development as well as differentiated instruction inacademic content areas.It is important to note that while the PLDs describe an aligned set of knowledge, skills, andabilities at each proficiency level that reflect a linear progression across the levels, this is donefor purposes of presentation and understanding: Actual second language acquisition does notnecessarily occur in a linear fashion within or across proficiency levels. An EL at any given pointalong his or her trajectory of English learning may exhibit some abilities (e.g., speaking skills) ata higher proficiency level, while at the same time exhibiting other abilities (e.g., writing skills) ata lower proficiency level 4 . Additionally, a student may successfully perform a particular skill at alower proficiency level (such as reading and analyzing an informational text) and at the nexthigher proficiency level need review in the same reading and analysis skills when presentedwith a new or more complex type of informational text. Thus, while a student may beidentified—based on state assessment results and other state and local criteria—as beingeligible for English language services appropriate to a particular proficiency level, the student’sactual abilities may vary by language domain (e.g., listening, speaking, reading, writing). For thesame reason, a proficiency level does not identify a student (e.g., “Emerging student”), butrather identifies what a student knows and can do at a particular stage of English languagedevelopment, for example: “a student at the Emerging level,” or “a student whose listeningcomprehension ability is at the Emerging level.”The California English Language Development Standards (CA ELD Standards) describe theknowledge, skills, and abilities in English as a new language that are expected at exit from eachproficiency level, with the highest level, Bridging, being aligned to the California’s CommonCore State Standards for English Language Arts, Literacy in History/Social Studies, Science, andTechnical Subjects. These exit descriptors signal high expectations for ELs to progress throughall levels and to attain the academic English language they need to access and engage with3As there is currently no available empirical evidence to support a particular number of ELD proficiency levels as optimal, thedevelopment and design of the PLDs for the CA ELD Standards was based on common practices in the state of grouping ELs intothree levels for purposes of instruction. These practices were confirmed by practitioners, administrators, and academicresearchers throughout the state as part of the ELD standards validation process, as well as by guidance documents such as theFramework for English Language Proficiency/Development Standards Corresponding to the Common Core State Standards andthe Next Generation Science Standards. Council of Chief State School Officers (2012). Framework for English languageproficiency development standards corresponding to the common core state standards and the next generation sciencestandards. Washington DC: Author.4See, for example, the discussion on pp. 26–27 in Gottlieb, M. (2006). Assessing English language learners: Bridges fromlanguage proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.October 19, 20125
grade‐level content in all content areas. Note also that the proficiency level descriptors includespecifications at “early stages” and at “exit” for each of the three levels, providing valuableinformation that can be used for determining meaningful performance level distinctions basedon assessment results.Organization of the Proficiency Level DescriptorsThe organization of the PLDs represents English language development as a continuum ofincreasing proficiency in language learning and use, starting with native language competenciesstudents possess when they enter school, and concluding (though not ending) with lifelonglanguage learning that all language users engage in 5 . The three levels are labeled to representthree stages of English language development, describing expectations for how well studentscan understand and use the English language at each level as they continue to build on existinglanguage skills and knowledge. Emerging: Students at this level typically progress very quickly, learning to useEnglish for immediate needs as well as beginning to understand and use academicvocabulary and other features of academic language. Expanding: Students at this level are challenged to increase their English skills inmore contexts, and learn a greater variety of vocabulary and linguistic structures,applying their growing language skills in more sophisticated ways appropriate totheir age and grade level. Bridging: Students at this level continue to learn and apply a range of high‐levelEnglish language skills in a wide variety of contexts, including comprehension andproduction of highly technical texts. The “bridge” alluded to is the transition to fullengagement in grade‐level academic tasks and activities in a variety of content areaswithout the need for specialized ELD instruction. However, ELs at all levels of Englishlanguage proficiency fully participate in grade level tasks in all content areas withvarying degrees of scaffolding in order to develop both content knowledge andEnglish.The PLDs also emphasize that ELs at all proficiency levels are capable of high‐level thinking andcan engage in complex, cognitively demanding social and academic activities requiring languageas long as they are provided appropriate linguistic support. The extent of support neededvaries depending on the familiarity and complexity of the task and topic, as well as on thestudent’s English language proficiency level. Within the PLDs, three general levels of supportare identified: Substantial, Moderate, and Light. The descriptors for these general levels ofsupport are intended to signal the extent of linguistic scaffolding most likely needed forimplementing the CA ELD Standards appropriately at each proficiency level. They are notintended to explain how to provide support or differentiate instruction for ELs at each level.5Note that the concept of “lifelong language learning” for proficient users of English (as well as other languages) is distinct fromthat of “long term English learners” who have not been supported to progress to full proficiency in English.October 19, 20126
Each proficiency level descriptor also includes the following sections: Overall Proficiency: A general descriptor of ELs’ abilities at entry to, progressthrough, and exit from the level; Early Stages: Descriptors of abilities in English language that ELs have at the earlystages of the level; and Exit Stages: Descriptors of abilities in English language students have at exit from thelevel.The descriptors for early and exit stages of each proficiency level are detailed across: Three Modes of Communication:o Collaborative (engagement in dialogue with others);o Interpretive (comprehension and analysis of written and spoken texts); ando Productive (creation of oral presentations and written texts); and Two dimensions of Knowledge of Language:o Metalinguistic Awareness: The extent of language awareness and self‐monitoring students have at the level; ando Accuracy of Production: The extent of accuracy in production ELs can beexpected to exhibit at the level; English learners increase in accuracy oflinguistic production as they develop proficiency in English. Accuracy mayvary within a level depending on context, such as extent of cognitivedemand or familiarity of a task.October 19, 20127
PAGE LEFTProficiency Level Descriptors for California English Language Development StandardsStudent CapacitiesEnglish Language Development: Proficiency Level Continuum g �‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ ��‐‐‐‐Expanding Native LanguageOverall ProficiencyOverall ProficiencyOverall ProficiencyOverall ProficiencyEnglish learners come to schoolpossessing a wide range ofcompetencies in their nativelanguage appropriate to theirage. They may have varyinglevels of literacy in their nativelanguage depending on theirprior experiences in the home,community, and school. Aslearners of English as a newlanguage, they gainmetacognitive awareness ofwhat language is and how it isused and apply this awarenessin their language learningstrategies, including drawingupon knowledge of their nativelanguage.English learners enter theEmerging level having limitedreceptive and productive Englishskills.At exit from the Emerging level,students have basic Englishcommunication skills in socialand academic contexts.As English learners progressthrough the Expanding level,they move from being able torefashion learned phrases andsentences in English to meettheir immediate communicationand learning needs towardsbeing able to increasinglyengage in using the Englishlanguage in more complex,cognitively demandingsituations.At exit from the Expanding level,students can use English to learnand communicate about a rangeof topics and academic contentareas.As they progress through theEmerging level, they start torespond to more variedcommunication tasks usinglearned words and phrases withincreasing ease.High Level Thinking withLinguistic SupportGeneral Extent of Support: SubstantialGeneral Extent of Support: ModerateEnglish learners possesscognitive abilities appropriate totheir age and experience. Inorder to communicate abouttheir thinking as they learnEnglish, they may need varyinglinguistic support depending onthe linguistic and cognitivedemand of the task.Students at the early stages of the Emerging level can engage incomplex, cognitively demanding social and academic activitiesrequiring language when provided substantial linguistic support; asthey develop more familiarity and ease with understanding andusing English, support may be moderate or light for familiar tasks ortopics.Students at the early stages of the Expanding level can engage incomplex, cognitively demanding social and academic activitiesrequiring language when provided moderate linguistic support; asthey develop increasing ease with understanding and using Englishin a variety of contexts, support may be light for familiar tasks ortopics.October 19, 20128
PAGE RIGHTProficiency Level Descriptors for California English Language Development StandardsEnglish Language Development: Proficiency Level Continuum g �‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ Lifelong Language LearningOverall ProficiencyOverall ProficiencyOverall ProficiencyAs English learners progressthrough the Bridging level, theymove from being able tocommunicate in waysappropriate to different tasks,purposes, and audiences in avariety of social and academiccontexts towards being able torefine and enhance their Englishlanguage competencies in abroader range of contexts.At exit from the Bridging level,students can communicateeffectively with variousaudiences on a wide range offamiliar and new topics to meetacademic demands in a varietyof disciplines.Students who have reached “proficiency” in the English language asdetermined by state and/or local criteria continue to buildincreasing breadth, depth, and complexity in comprehending andcommunicating in English in a wide variety of contexts.General Extent of Support: LightGeneral Extent of Support: OccasionalStudents at the early stages of the Bridging level can engage incomplex, cognitively demanding social and academic activitiesrequiring language when provided light linguistic support; as theydevelop increasing ease with understanding and using highlytechnical English, support may not be necessary for familiar tasks ortopics using everyday English.Students who have exited the Bridging level benefit from occasionallinguistic support in their ongoing learning of English.October 19, 20129
PAGE LEFTProficiency Level Descriptors for California English Language Development StandardsMode English Language Development: Proficiency Level Continuum ��‐‐Emerging ��‐‐‐‐‐‐‐‐‐‐‐‐‐ ��‐ At the early stages of the Emerginglevel, students are able to:At exit from the Emerging level,students are able to:At the early stages of the Expandinglevel, students are able to:At exit from the Expanding level,students are able to: express basic personal andsafety needs, ideas, and respondto questions on social andacademic topics with gesturesand words or short phrases; use basic social conventions toparticipate in conversations; express basic personal andsafety needs, ideas, and respondto questions on social andacademic topics with phrasesand short sentences; participate in simple, face‐to‐face conversations with peersand others; express a variety of personalneeds, ideas, and opinions andrespond to questions using shortsentences; initiate simple conversations onsocial and academic topics; express more complex feelings,needs, ideas, and opinions usingextended oral and writtenproduction; respond toquestions using extendeddiscourse participate actively incollaborative conversations in allcontent areas with moderate tolight support as appropriate; comprehend frequentlyoccurring words and basicphrases in immediate physicalsurroundings; read very brief grade‐appropriate text with simplesentences and familiarvocabulary, supported bygraphics or pictures; comprehend familiar words,phrases, and questions drawnfrom content areas; comprehend a sequence ofinformation on familiar topics aspresented through stories andface‐to‐face conversations; read brief grade‐appropriatetext with simple sentences andmostly familiar vocabulary,supported by graphics orpictures; demonstrate understanding ofwords and phrases frompreviously learned contentmaterial; comprehend information onfamiliar topics and on someunfamiliar topics incontextualized settings; independently read a variety ofgrade‐appropriate text withsimple sentences ; read more complex textsupported by graphics orpictures; comprehend basic concepts incontent areas; comprehend detailedinformation with fewercontextual clues on unfamiliartopics; read increasingly complex grade‐level text while relying oncontext and prior knowledge toobtain meaning from print; read technical text on familiartopics supported by pictures orgraphics; produce learned words andphrases and use gestures tocommunicate basic information; express ideas using visuals suchas drawings or charts, or graphicorganizers; and write or use familiar words andphrases related to everyday andacademic topics. produce basic statements andask questions in directinformational exchanges onfamiliar and routine subjects; express ideas using informationand short responses withinstructured contexts; and write or use learned vocabularydrawn from academic contentareas. produce sustained informationalexchanges with others on anexpanding variety of topics; express ideas in highlystructured and scaffoldedacademic interactions; and write or use expandedvocabulary to provideinformation and extendedresponses in contextualizedsettings. produce, initiate, and sustainspontaneous interactions on avariety of topics; and write and express ideas to meetmost social and academic needsthrough the recombination oflearned vocabulary andstructures with support.October 19, 201210
PAGE RIGHTProficiency Level Descriptors for California English Language Development StandardsMode English Language Development: Proficiency Level Continuum ��‐‐‐‐Bridging ��‐‐‐‐‐‐‐‐‐‐ At the early stages of the Bridginglevel, students are able to:At exit from the Bridging level,students are able to: express increasingly complexfeelings, needs, ideas, andopinions in a variety of settings;respond to questions usingextended, more elaborateddiscourse initiate and sustain dialogue on avariety of grade‐level academicand social topics; participate fully in allcollaborative conversations in allcontent areas at grade level withoccasional support as necessary; participate fully in bothacademic and non‐academicsettings requiring English; comprehend concrete and manyabstract topics and begin torecognize language subtleties ina variety of communicativesettings; read increasingly complex text atgrade level; read technical text supported bypictures or graphics; comprehend concrete andabstract topics and recognizelanguage subtleties in a varietyof communicative settings; read, with limitedcomprehension difficulty, avariety of grade‐level andtechnical texts, in all contentareas; produce, initiate, and sustaininteractions with increasingawareness of tailoring languageto specific purposes andaudiences; and write and express ideas to meetincreasingly complex academicdemands for specific purposesand audiences. produce, initiate, and sustainextended interactions tailored tospecific purposes and audiences;and write and express ideas to meeta variety of social needs andacademic demands for specificpurposes and audiences.October 19, 201211
PAGE LEFTProficiency Level Descriptors for California English Language Development StandardsKnowledge ofLanguageMetalinguisticAwarenessAccuracy ofProductionEnglish Language Development: Proficiency Level Continuum ��‐‐Emerging ��‐‐‐‐‐‐‐‐‐‐‐‐‐ ��‐‐‐‐‐‐‐‐‐‐‐‐Expanding At the early stages of the Emerginglevel, students are able to:At exit from the Emerging level,students are able to:At the early stages of the Expandinglevel, students are able to:At exit from the Expanding level,students are able to:Apply to their learning of English anemerging awareness about: differences and similaritiesbetween their native languageand English; ways in which different kinds oflanguage are appropriate fordifferent tasks, purposes, andaudiences;and how to: intentionally and purposefullyuse a limited range of everydayvocabulary, phrases, andmemorized statements andquestions in English;Apply to their learning of English anawareness about: differences and similaritiesbetween their native languageand English; ways in which different kinds oflanguage are appropriate fordifferent tasks, purposes, andaudiences;and how to: intentionally and purposefullyuse mostly everyday, and alimited range of generalacademic vocabulary anddomain‐specific vocabulary,phrases, and memorizedstatements and questions inEnglish related mostly to familiartopics;Apply to their learning of English anexpanding awareness about: differences and similaritiesbetween their native languageand English; ways in which language may bedifferent based on task,purpose, and audience;and how to: intentionally and purposefullyuse mostly everyday vocabulary,and an expanding range ofgeneral academic and domain‐specific vocabulary in Englishrelated mostly to familiar topics; extend discourse in limited waysin a range of conversations; recognize language differencesand engage in some self‐monitoring;Apply to their learnin
proficiency in English as a new language. The PLDs describe student knowledge, skills, and abilities across a continuum, identifying what ELs know and can do at early stages and at exit from each of three proficiency levels: Emerging, Expanding, and Bridging. 3. These descriptors
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