The English Language Proficiency Standards (ELPS) MODULE 3: ELPS and Language Proficiency

The English Language Proficiency Standards (ELPS)

MODULE 3: ELPS and Language Proficiency

Presented by the Brownsville Independent School District Bilingual Department

Reference: Texas Education Agency and Region One Education Service Center

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What does it look like?

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Five E.L.P.S. Domains

ELPSELPS

Learning Strategies

ListeningWriting

SpeakingReading

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Language

Development

Social and Cultural Processes

(Collier, 1995)

Language Acquisition

AcademicDevelopment

CognitiveDevelopment

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Social vs. Academic Language

Social Language Academic LanguageSimpler language (shorter Technical vocabulary; written material hassentences, simpler longer sentences and more complexvocabulary and grammar) grammarUsually face-to-face, small Often lecture-style communicationnumber of people, informal or reading a textbook; little situationalsettings contextPrecise understanding is Precise understanding andseldom required description/explanation is required;

higher-order thinkingUsually simpler, familiar topics New and more difficult to understand(movies, friends, daily life) topics, knowledge is often abstract;

cognitively complex; student often hasless background knowledge to build on

Get many clues from expressions, gestures Fewer clues, most clues are language cluessocial context such as further explanationMany opportunities to clarify (look puzzled, More difficult to clarifyask questions, etc.)

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What Teachers Need to Know About Second Language Learning

Acquisition-Learning Hypothesis

The Natural Order Hypothesis

The Monitor Hypothesis

The Input Hypothesis

The Affective Filter Hypothesis

S. D. Krashen

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Needs of English Language Learners

Effective teachers providing: Affective support Cognitive support Linguistic support based on

language acquisition research

Focused instruction Modified texts Modified and differentiated

instruction Opportunities to demonstrate

mastery of knowledge and skills

Affective Domain

Confidence Self-assuranceConfidence Self-assurance

Instruction Instruction ProvidedProvided

in Spanish/ESL in Spanish/ESL to ensure...to ensure...

Positive home Positive EnglishPositive home Positive Englishcultural identity cultural identitycultural identity cultural identity

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Cognitive DomainInstruction providedInstruction providedin Spanish/ESL to in Spanish/ESL to

Ensure mastery in...Ensure mastery in...

Science Health

Math Social Studies

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Linguistic Domain

comprehension comprehension speakingspeaking

composition readingcomposition reading

Instruction provided inInstruction provided inSpanish/ESL toSpanish/ESL to

ensureensure mastery in...mastery in...

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11(Cummins, 1981) Cognitively Demanding

Cognitively Undemanding

Context Embedded (Concrete)

Context Reduced (Abstract)

Developing survival vocabulary

Following demonstrated directions

Participating in hands-on science and mathematics activities

Making maps, models, charts, and graphs

Solving math computational problems

Engaging in telephone conversations

Reading and writing for personal purposes: notes, lists, sketches, etc.

Understanding academic presentations without visuals or demonstrations: lectures

Solving math word problems without illustrations

Taking standardized achievement tests

What Teachers Need to Know About Second Language Learning (cont.)

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3 4

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What Teachers Need to Know About Second Language Learning (cont.)

BICS CALP

Listen to Oral Directions Language DrillsPlay Simple Games Small Group Art and Music Activities

Reading Simple Developing Word BanksDirections

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Activities for Beginning ESL Students

Activities for Intermediate ESL Students

Lessons with demonstrations Higher level questioning activities

and illustrations Making models, charts, and maps in Social Studies in

small groups

Math word problems Writing short paragraphswith concrete references using wordbanksRead heavily illustrated Filling simple forms textbooks

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Activities for Advanced ESL Students

Discussions using higher Oral presentation activities

level questioning Discussions using higher

level questioning Hands-on Science

Activities

Reading for comprehension Multi-purpose composition

activities activitiesContent explanations with Writing for

publication

illustrations

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Beginning Level: Little or no ability, uses high frequency, routine words; in writing, typically lists, labels, copies.

Intermediate Level: Limited ability, understands and uses short, simple sentences. Uses present tense.

Advanced Level: Typically have grasp of basic verbs, tenses, grammar features and sentence patterns/ partial grasp of more complex verbs, tenses, grammar features and sentence patterns, needs support

Advanced High Level: Ability, with minimal support very close to native English speaking peers

Listening Speaking Reading Writing

Key Features of Each Proficiency Level

Source: TEA Assessment Division

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Academic Listening Sample

Good morning, class. Today we are going to study something brand new. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That’s the net of the cylinder.

What Might a Beginning Listener Understand?

TEA Assessment Division

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Academic Listening Sample

Good morning … Today … Open your books

to page one … top … page … Today’s …

book … math … two … book … rectangle …

two circles …

Beginning level

TEA Assessment Division

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Academic Listening Sample

Good morning, class. Today we are going to study … It’s

difficult … going to need everyone’s … Open your books

to page one hundred … top of the page … Today’s lesson

… your book, in math … two … cylinder … book …

rectangle and two circles … cylinder.

Intermediate level

TEA Assessment Division

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Academic Listening Sample

Good morning, class. Today we are

going to study something … new. It’s

difficult, so I’m going to need

everyone’s … Open your books to page

one hundred seventy-two. At the top of

the page is the word … Today’s lesson

is … definition in your book, in math,

net is a two … a cylinder is … in your

textbook. Does everyone see the

rectangle and two circles? … cylinder.Advanced level

TEA Assessment Division

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Academic Listening Sample

Good morning, class. Today we are going to study something brand new. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That’s the net of the cylinder. Advanced High level

TEA Assessment Division

CONTACT INFORMATION:Bilingual Director:

Alma Cardenas Rubio 548-8271

Lead Teachers

Maricela Camarillo 698-3195Norma Lopez 698-1326Pat Segura 698-0083

Dr. Paty Quesada 698-0081

Questions?http://www.bisd.us/Bilingual_Education/

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