Dimensions of Language Proficiency

1. Dimensions of Language Proficiency Jill Kerper Mora San Diego State University

2. Pegagogical Assumptions:Native English Speakers (NES) NES can converse easily & fluently about common concepts using non-academic language. NES are on grade level in reading & writing skills NES have mastered most of the content knowledge from previous grades. NES can read, understand, & utilize their textbooks to learn & study in and out of school. NES are academically ready to learn more abstract & complex concepts & processes in the content-areas, or can be “brought up to speed” quickly with direct teaching.

3. Pegagogical Assumptions: English Language Learners (ELL) ELL may not have the vocabulary or background experience to talk about events, processes, etc. Most ELL are reading/writing below grade level, althought they appear to speak fluent English. ELL may have missed out on content knowledge because they did not fully comprehend classroom language. Grade level textbooks are usually beyond ELLs’ linguistic level, so they need explicit & “scaffolded” instruction to read & use textbooks. ELL need to have a linguistic & cognitive foundation for abstract and complex concepts & the specific academic language of the subject.

4. Foreign Language Framework (2003)Language Learning Continuum Examines stages of foreign/second language learning. Stage 5 is equivalent to a native speaker. Describes 5 dimensions of language proficiency and use that vary according to learners’ stage or level of language proficiency. Focuses on expected learning outcomes at each stage of L2 acquisition. Provides a basis for differentiating instruction in foreign/L2 language learning classrooms.

5. Differentiated Instruction for English Language Learners (ELL) Differentiation is distinct for ELL because of the relationship between their language & literacy levels & cognitive demands of learning tasks. Therefore, we differentiate according to: English language proficiency levels Language arts abilities & skills: listening, speaking, reading & writing Reading levels & demands of the text Levels of concept & content learning challenges: abstract/concrete; simple/complex; experiential/referential

7. Function What a student can do with the language at a given stage or level of learning. Specific language-based tasks normally performed in daily life or academic settings. Involves communicative acts that may or may not have a predetermined or formal structure.

8. Differentiating Instruction According to Function For proficiency levels 1 & 2, adjust the lesson to focus on simple, straight-forward functions using task-specific language & step-by-step directions & procedures. Use sentence frames, questions or prompts to teach function-specific vocabulary, terms & language structures. Conduct listening & speaking activities to practice using structures & forms with concept descriptors & content vocabulary.

9. Context The settings in which students can reasonably be expected to perform the functions described for a given stage of language development. Some contexts are face-to-face while others require the use of media or text. Context answers the questions: Where, when, and with/to whom?

10. Differentiating Instruction According to Context For proficiency levels 1 & 2, use more face-to-face & social interaction learning activities. Use audiovisual narratives such as videos or scenes from movies with authentic dialogue. Use reading materials that contain conversational language or that are authentic such as menus, schedules, posters, charts, etc. Use utilitarian forms of writing for communication such as letters. Conduct pre-writing discussions to generate language forms.

11. Text Type Refers to the structure of written or spoken language at various stages of language development. Sentence structure and complexity are key elements. Text also has an organizational pattern or flow according to its purpose and logic. Text varies in linguistic difficulty and cognitive demands.

12. Text Analysis for Literacy Instruction for ELL Linguistic surface features (decodability, sentence structure, idiomatic expressions, literary devices & figurative language) Features of text that support access for ELL (graphics, organizational clues, glossary, etc.) Assessing the concept load of a text & vocabulary challenges Author’s intent, purpose or function & message Text structure, style & patterns of exposition Relevant background & cultural knowledge to comprehend text

13. Differentiating Instruction According to Text Type For proficiency levels 1 & 2, use selected texts with simple, short sentences & limited technical vocabulary or terms. Have students outline, paraphrase or recount short narratives or descriptions using mostly their own language but with some language from the text. Use sentence transformation & completion activities before writing short paragraphs independently.

14. Accuracy The degree to which the L2 speaker’s performance is structurally and sociolinguistically correct. Answers the question: How well? The criteria is whether or communication and understanding are impeded or achieved. Sociolinguistic factors as well as vocabulary, syntax, pronunciation, and fluency interact to determine accuracy.

15. Differentiating Instruction According to Accuracy Focus on building speaking & reading fluency through read-alongs while the teacher models oral reading for students. Use implicit grammar & syntax teaching & situational grammar activities to teach language structures that contrast with students’ L1. Correct pronunciation & grammar by modeling the correct form & having students repeat the corrected sentence or expression. Use writing rubrics focused on 2-3 specific points of grammar/syntax for editing written products.

16. Content The subjects about which the L2 speaker is able to communicate and the relative complexity of the information understood or conveyed. Topics may be familiar and experience-oriented, such as personal episodes. Or topics may be abstract or vicarious and remote in time and place such as academic or historical topics.

17. Differentiating Instruction According to Content Consider the self vs. beyond-self topic continuum in selecting content around the curriculum standard addressed in a unit. Begin with simple, concrete examples from students’ background experience before moving into complex, abstract concepts. Provide multiple access points to the content through different speaking, reading & writing tasks over time rather than in a single lesson. Be sure to include cultural content from both students’ L1 culture & American culture, emphasizing similarities & contrasts.

18. Reference California Department of Education (2003). Foreign language framework for California public schools K-12. Sacramento, CA: Author.