This document discusses language development standards and expectations for English learners in California. It provides an overview of the English Language Development Proficiency Level Descriptors, which describe language acquisition as a continuum from Emerging to Expanding to Bridging proficiency levels. The descriptors cover the three communication modes of collaborative, interpretive, and productive language, as well as two dimensions of language knowledge: metalinguistic awareness and accuracy of production. The document also examines implications for integrated and designated English language development, assessment, and teacher preparation.

1. Language is Everywhere and
Language is Nowhere
Clara Amador-Lankster, Ph.D.
Associate Professor
Teacher Education Department
August 2015

2. Language is Everywhere
• Language Use
• How do students use language in
and out of school?
• Language Learning
• What are language learning
expectations for students to have an
optimal schooling experience?
• Language Teaching
• How are teachers expected to
support language learning at school?

3. Language is Nowhere
• Language Use
• Are we listening for appropriate
language use?
• Language Learning
• How many times have we
experienced language learning
situations that go unaddressed?
• Language Teaching
• Are we responsible for language
teaching each day and every day?

4. California English Language Dev Standards and
Proficiency Level Descriptors (PLD) (State Superintendent of Public
Instruction, 2012)
• The organization of the PLDs represents English language development as a
continuum of increasing proficiency in language learning and use.
• Emerging: Students at this level typically progress very quickly, learning to use English for
immediate needs as well as beginning to understand and use academic vocabulary and other
features of academic language.
• Expanding: Students at this level are challenged to increase their English skills in more contexts,
and learn a greater variety of vocabulary and linguistic structures, applying their growing language
skills in more sophisticated ways appropriate to their age and grade level.
• Bridging: Students at this level continue to learn and apply a range of high‐level English
language skills in a wide variety of contexts, including comprehension and production of highly
technical texts. The “bridge” alluded to is the transition to full engagement in grade‐level academic
tasks and activities in a variety of content areas without the need for specialized ELD instruction.

5. California English Language Dev Standards and
Proficiency Level Descriptors (PLD) (State
Superintendent of Public Instruction, 2012)
Proficiency Level Descriptor Markers
• Overall Proficiency: A general descriptor of ELs’ abilities at
entry to, progress through, and exit from the level;
•
• Early Stages: Descriptors of abilities in English language
that ELs have at the early stages of the level; and
•
• Exit Stages: Descriptors of abilities in English language
students have at exit from the level.

6. California English Language Dev Standards and
Proficiency Level Descriptors (PLD) (State
Superintendent of Public Instruction, 2012)
Three Modes of Communication:
• Collaborative (engagement in dialogue with others);
• Interpretive (comprehension and analysis of written
and spoken texts); and
• Productive (creation of oral presentations and written
texts); and

7. California English Language Dev Standards and
Proficiency Level Descriptors (PLD) (2012)
Two dimensions of Knowledge of Language:
• Metalinguistic Awareness: The extent of language awareness
and self‐monitoring students have at the level; and
• Accuracy of Production: The extent of accuracy in production
ELs can be expected to exhibit at the level; English learners increase
in accuracy of linguistic production as they develop proficiency in
English. Accuracy may vary within a level depending on
context, such as extent of cognitive demand or familiarity
of a task.

8. z
• California Department of Education English Language
Development Standards for Grade 1
California English Language Dev Standards and
Proficiency Level Descriptors (PLD) (State
Superintendent of Public Instruction, 2012)

9. ELL Education

10. Proficienc
Level
Descriptor
s
Integrated
ELD
Planned
Scaffolding Just in tme
Scaffolding
CELDT
15/17
LPAC
Key Considerations

11. Looking Ahead
• Understanding the changing landscape for
ELLs
• Appropriating the new English Proficiency
Descriptors (EPD) for teaching and
learning
• Preparing teacher candidates to see
language everywhere and be responsive
• Preparing teacher candidates to see
literacy/language development for all
students in a continuum for CCS ELA/ELD.

12. Language is Everywhere
• Language Use
• How do students use language in
and out of school?
• Language Learning
• What are language learning
expectations for students to have an
optimal schooling experience?
• Language Teaching
• How are teachers expected to
support language learning at school?

13. Language is Nowhere
• Language Use
• Are we listening for appropriate
language use?
• Language Learning
• How many times have we
experienced language learning
situations that go unaddressed?
• Language Teaching
• Are we responsible for language
teaching each day and every day?

14. California English Language Dev Standards and
Proficiency Level Descriptors (PLD)
• The organization of the PLDs represents English language development as a
continuum of increasing proficiency in language learning and use.
• Emerging: Students at this level typically progress very quickly, learning to use English for
immediate needs as well as beginning to understand and use academic vocabulary and other
features of academic language.
• Expanding: Students at this level are challenged to increase their English skills in more contexts,
and learn a greater variety of vocabulary and linguistic structures, applying their growing language
skills in more sophisticated ways appropriate to their age and grade level.
• Bridging: Students at this level continue to learn and apply a range of high‐level English
language skills in a wide variety of contexts, including comprehension and production of highly
technical texts. The “bridge” alluded to is the transition to full engagement in grade‐level academic
tasks and activities in a variety of content areas without the need for specialized ELD instruction.

15. Issues and Resolutions
• Description of the issue
• How was it resolved?
• What and how did it impact the project?
o Time
o Cost
o Other

16. Timeline

17. Date 1 Date 2 Date 3 Date 4
Timeline

18. Date 1
Date 2
Date 3
Date 4
Timeline

19. Looking Ahead
• When is the next milestone?
• What are the expected deliverables?
• Known risks and issues
o What is the investigation timeline for these
issues?
• What are the immediate next steps?

20. Dependencies and Resources
Project
Vendors
Manufacturing
SalesEngineering
Remote
Teams

21. Appendix

22. Appendix
• Budget
• Design documents
• Marketing plan
• Supplemental documents
• Contact information