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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