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  • Characteristics of English Language Learners PDF

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    Natasha Mills
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    78 tayangan2 halaman

    Characteristics of English Language Learners PDF

    Diunggah oleh

    Natasha Mills

    Hak Cipta:

    © All Rights Reserved
    Unduh sebagai PDF, TXT atau baca online dari Scribd
    Tandai sebagai konten tidak pantas
    dari 2

    Kindergarten to Grade 12

    Characteristics of English Language Learners

    Division Level 1 Level 2 Level 3 Level 4 Level 5


    Beginning Developing Expanding Bridging Extending
    Behaviours
    K - 12 English language learners English language learner English language learners English language learners English language learners
    may: may: may: may: 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 • observe others before interactions • observe and rehearse prior literate in first language
    • respond with one or two attempt at task • use colloquial and social 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 interactions with peers cues, demonstrations and • Gr. 4-12: decode at higher cultural gaps
    diagrams to understand • Gr. 1-3: use picture cues, explicit language 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 guessing to understand word choice errors cues and word analysis accepted)
    lectures unaccompanied by texts literally • import new words into strategies • 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. 1-3: write about repetition and practice concepts • Gr. 4-12: use assistive
    • Gr. 4-12: read and personal experiences using before adopting new • Gr. 7-12: have fossilized technology or other
    comprehend texts at pre models and sentence classroom routines grammar or syntax errors translation tools
    Grade 1 level relying on starters • support newly arriving first • have learner strategies 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 1/2


    ©Alberta Education, Alberta, Canada September 2010
    Kindergarten to Grade 12
    Characteristics of English Language Learners
    Division Level 1 Level 2 Level 3 Level 4 Level 5
    Beginning Developing Expanding Bridging Extending
    Linguistic
    K -12 English language learners English language learner English language learners English language learners English language learners
    may: may: may: may: may:
    • understand basic • respond to the 5W • understand most social • use English confidently and
    classroom activities with questions using simple conversations without competently for academic
    visual support sentences (errors may support and academic with purposes and to solve
    • respond to familiar affect meaning) some support problems
    questions • use vocabulary • contribute information on • may fluently switch
    • label and use pictures to competently for daily living a variety of topics between first and second
    communicate and are beginning to language
    • use one- or two-word • use basic vocabulary and
    subject specific vocabulary • speak fluently and may
    survival utterances, fragmented speech have first language
    pictures, gestures and L1 influence
    • compile words and
    • not write independently phrases for daily living • vocabulary development is
    • read or write survival (food, clothing crucial to academic
    vocabulary and have learning
    1-3 limited spoken English • know some words and • experiment with synonyms • respond to hypothetical • use academic vocabulary in
    • draw pictures phrases associated with and antonyms questions a wider variety of familiar
    • copy without academic subjects • write simple sentences • use academic vocabulary in contexts
    understanding • be able to write (with errors) context • understand humour and
    • be able to name some independently figurative language and
    letters • begin to develop sentence write a variety of texts at
    sense developmental level
    • decode and understand
    4-6 the meaning of some • imitate/copy phrase and • experiment with longer, • be intentionally learning • use academic vocabulary in
    sight words sentence patterns complex sentences and ‘specialized’ vocabulary wider variety of context-
    basic paragraphs associated with subject reduced situations
    • have sight vocabulary of
    functional words • begin writing for academic areas • understand humour and
    • be able to name letters
    purposes • select specific words to figurative language
    and know most • be aware of importance of achieve purpose • vary sentence structure to
    corresponding sounds writing conventions and achieve purpose in a
    are improving in their use variety of texts
    • use some conventions
    7-9 (such as capital letters and • use complex sentences, • use sentence variety and • write a variety of well-
    10-12 periods) more descriptive word choice to develop organized and unified texts
    vocabulary and personal style and voice • use complex sentences
    appropriate conventions • use conventions with • use conventions
    increasing accuracy consistently and accurately

    K–12 English as a Second Language Proficiency Benchmarks 2/2


    ©Alberta Education, Alberta, Canada September 2010

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