This slide is meant for general review/overview of the defining features of language within social and cultural contexts. Be sure to remind participants of the importance of register, genre/text type, topic, task/situation, participants’ identities, and social roles as indicated on the laminated cards from the previous day.
This slide is a reminder of how the defining features are embedded in social and cultural contexts.
Introducing the “after”!
The new Performance Definitions explicitly highlight the features of academic language (performance criteria) and they are broken down by receptive and expressive domains.
Highlight the use of the wording “toward the end of a given level of ELP, and with instructional support…”
Also highlight the “within sociocultural contexts for language use.”
The criteria used to determine the performance definitions for each proficiency level are couched in terms of the language used in schools to impart content area information. Issues of linguistic complexity and semantic and pragmatic knowledge are brought to bear in formulating the definitions. At the two lower proficiency levels, it is assumed that ELLs would need extra-linguistic support via graphic and visual aids in order to carry out language functions. This requirement also motivates the use of graphics for test items at these levels.
It is upon these three criteria that the rubrics for Writing and Speaking are based.
Important to remind participants here that underlying the language function (communication process) is the cognitive demand, which is applicable across all levels of English language proficiency.
Introduce the new layout and highlight the new features.
