Characteristics of English Language Learners

Characteristics of English Language Learners

Kindergarten to Grade 12

Division

Level 1

Beginning

Behaviours

K - 12

English language learners may:

Level 2 Developing

English language learner may:

Level 3 Expanding

English language learners may:

Level 4 Bridging

English language learners may:

Level 5 Extending

English language learners may:

? be self-conscious and

? begin to understand social ? be students that are

? appear competent in most ? be confident and

confused; smile hesitantly

norms such as eye contact

progressing typically

social and academic

competent in all social and

? observe surroundings

and personal space

? be long term language

situations

academic situations with

carefully

? increase confidence in

learners

? go back and forth between

peers and teachers

? require buddies

routine/familiar classroom ? be students that are high

first language and English ? go back and forth between

? rely on first language

situations;

oral and low in literacy

or have lost first language

first language and English

? seek out L1 speakers

? use visual cues for new

? usually be competent in

and no longer speak or are

or have lost first language

during breaks

routines

most everyday social

literate in first language

and no longer speak or be

? experience a silent period ? respond with one or two

? observe others before attempt at task

interactions ? use colloquial and social

? observe and rehearse prior

literate in first language

to speaking

? understand first language

words or memorized

? rely on visuals, drawing

expressions with ease

? Gr. 4-12: take risks to

and respond to parents

expressions

pictures and known

? be silent or reluctant to

communicate ideas in

and peers in English

? copy and repeat oral

phrases to understand and

take risks or be talkative

speaking and writing or

? use new words in context

instructions, questions and

communicate

and "sound good"

may prefer to

? use a variety of strategies

modeled responses

? participates in most social ? rely on support, visual

communicate in writing

to close language or

? rely on visuals and diagrams to understand

interactions with peers ? Gr. 1-3: use picture cues,

cues, demonstrations and explicit language

? Gr. 4-12: decode at higher

cultural gaps

level than can comprehend ? have native-like English

and communicate

re-reading, reading ahead,

instruction on new content ? Gr. 4-12: "read to learn"

fluency or have accented

? fatigue by midday or be

reading over or contextual ? have grammar, tense,

using a variety of context

speech (expected and

frustrated attending long lectures unaccompanied by

guessing to understand texts literally

word choice errors ? import new words into

cues and word analysis strategies

accepted) ? use visuals and models to

visuals and gestures

? Gr. 1-3: copy texts and

familiar language

? Gr. 7-12: ask questions

support acquisition of

? Gr. 1-3: decode or copy

complete written task with

structures

about metaphoric

abstract language and

English texts with or

support

? require significant

language and academic

concepts

without understanding ? Gr. 4-12: read and

? Gr. 1-3: write about personal experiences using

repetition and practice before adopting new

concepts ? Gr. 7-12: have fossilized

? Gr. 4-12: use assistive technology or other

comprehend texts at pre Grade 1 level relying on

models and sentence starters

classroom routines

grammar or syntax errors

? support newly arriving first ? have learner strategies

translation tools strategically

picture cues

? Gr. 4-12: decode English

language peers or may

and/or intelligence that

? Gr. 7-12: no longer wish to

? Gr. 4-12: rely on first

texts at a higher level than

listen to first language and

mask perceived need for

be considered ESL

language translation; e.g.,

their comprehension level

respond to parents and

ESL assistance

? Gr. 7-12: seek out tutorial

uses peer translation or

? Gr. 4-12: use first language

peers in English

? Gr. 7-12: no longer wish to

support

bilingual dictionary

translations

be considered ESL

? Gr. 7-12: use peer tutors

K?12 English as a Second Language Proficiency Benchmarks

?Alberta Education, Alberta, Canada

1 / 2 September 2010

Kindergarten to Grade 12

Characteristics of English Language Learners

Division

Linguistic

K -12

Level 1 Beginning

English language learners may:

? use one- or two-word

survival utterances,

pictures, gestures and L1

? not write independently

? read or write survival

vocabulary and have

1-3

limited spoken English

? draw pictures

? copy without

understanding

? be able to name some

letters

? decode and understand

4-6

the meaning of some

sight words

7-9 10-12

Level 2 Developing

English language learner may:

? understand basic

classroom activities with visual support

? respond to familiar

questions

? label and use pictures to

communicate

? use basic vocabulary and

fragmented speech

? compile words and

phrases for daily living (food, clothing

? know some words and

phrases associated with academic subjects

? be able to write

independently

? begin to develop sentence

sense

? imitate/copy phrase and

sentence patterns

? have sight vocabulary of

functional words

? be able to name letters

and know most corresponding sounds

? use some conventions

(such as capital letters and periods)

Level 3 Expanding

Level 4 Bridging

Level 5 Extending

English language learners may:

? respond to the 5W

questions using simple sentences (errors may affect meaning)

? use vocabulary

competently for daily living and are beginning to subject specific vocabulary

? experiment with synonyms

and antonyms

? write simple sentences

(with errors)

? experiment with longer,

complex sentences and basic paragraphs

? begin writing for academic

purposes

? be aware of importance of

writing conventions and are improving in their use

? use complex sentences,

more descriptive vocabulary and appropriate conventions

English language learners may:

? understand most social

conversations without support and academic with some support

? contribute information on

a variety of topics

? respond to hypothetical

questions

? use academic vocabulary in

context

? be intentionally learning

`specialized' vocabulary associated with subject areas

? select specific words to

achieve purpose

? use sentence variety and

word choice to develop personal style and voice

? use conventions with

increasing accuracy

English language learners may:

? use English confidently and

competently for academic purposes and to solve problems

? may fluently switch

between first and second language

? speak fluently and may

have first language influence

? vocabulary development is

crucial to academic learning

? use academic vocabulary in

a wider variety of familiar contexts

? understand humour and

figurative language and write a variety of texts at developmental level

? use academic vocabulary in

wider variety of contextreduced situations

? understand humour and

figurative language

? vary sentence structure to

achieve purpose in a variety of texts

? write a variety of well-

organized and unified texts

? use complex sentences ? use conventions

consistently and accurately

K?12 English as a Second Language Proficiency Benchmarks

?Alberta Education, Alberta, Canada

2 / 2 September 2010

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