It is the ability of an individual to speak or perform in an acquired language.
VII. Uses for the English Language Proficiency Standards The primary use of the English language proficiency standards is to guide and align curriculum, instruction, and assessment for English language learners. The positioning of the English language proficiency standards The large-scale state and classroom frameworks for English language proficiency standards may be used as templates for potential augmentation by school districts. The English Language Proficiency Standards are now an “all-inclusive” document that provides a logical and linear ordering of concepts, standards, and performance indicators to assist teachers in the design, development, and implementation of English Language Development (ELD) instruction for English language learners. The K-12 English Language Proficiency Standards should be utilized to guide. instruction for English language learners. Classroom materials used in ELD instruction reflect. content from a variety of academic disciplines including math, social studies, and science. Language proficiency or linguistic proficiency is the ability of an individual to speak or perform in an acquired language. As theories among pedagogues as to what constitutes proficiency go, there is little consistency as to how different organizations classify it. Additionally, fluency and language competence are generally recognized as being related, but separate controversial subjects. 1 Vocabulary-The set of words in a given language that a speaker is familiar with, which can be subdivided into: a) words which are recognized upon hearing or reading; and b) words which a person feels comfortable using in speech. As theories among pedagogues as to what constitutes proficiency go, there is little consistency as to how different organizations classify it. Additionally, fluency and language competence are generally recognized as being related, but separate controversial subjects. The five English language proficiency standards are identical for the classroom and large-scale state assessment frameworks. They reflect the social and academic dimensions of acquiring a second language that are expected of English language learners in grade levels K-12 attending schools in the United States. The positioning of the English language proficiency standards The large-scale state and classroom frameworks for English language proficiency standards may be used as templates for potential augmentation by school districts. Educators use a number of terms when referring to English-language learners, including English learners (or ELs), limited English proficient (LEP) students, non-native English speakers, language-minority students, and either bilingual students or emerging bilingual students.  Illinois Administrative Code 228.25(b)(2). In order to better align measurements of academic achievement with English language. acquisition, the Illinois State Board of Education has adopted a modified definition of English. language proficiency for students in Illinois schools. to the. English. Language. Proficiency. Standards. The ELP Standards provide prerequisite language skills for English language learners (ELLs) to. access academic content. The standards provide the foundational linguistic knowledge for students. who are not proficient in English. The K-12 English Language Proficiency Standards should be utilized to guide. instruction for English language learners. Classroom materials used in ELD instruction reflect. content from a variety of academic disciplines including math, social studies, and science. Organization and Format of the Frameworks 2 A. The English Language Proficiency Standards 3 B. The Language Domains 3 C. The Language Proficiency Levels and Performance Definitions 4 D. The Model Performance Indicators 7 III. The positioning of the English language proficiency standards The large-scale state and classroom frameworks for English language proficiency standards may be used as templates for potential augmentation by school districts. In the case of Illinois’ English language proficiency standards, the contexts of interaction are defined by the standards themselves; that is, social and instructional settings, English language arts, mathematics, science, and social studies. The positioning of the English language proficiency standards The large-scale state and classroom frameworks for English language proficiency standards may be used as templates for potential augmentation by school districts.
http://www.isbe.net/bilingual/pdfs/elps_framework.pdf http://www.azed.gov/english-language-learners/files/2012/02/guidance-doc-finalized.pdf https://en.wikipedia.org/wiki/Language_proficiency https://en.wikipedia.org/wiki/Language_proficiency http://www.isbe.net/bilingual/pdfs/elps_framework.pdf http://edglossary.org/english-language-learner/ http://www.isbe.net/bilingual/pdfs/proficiency-def-mod-memo0613.pdf http://www.azed.gov/english-language-learners/files/2012/02/guidance-doc-finalized.pdf http://www.isbe.net/bilingual/pdfs/elps_framework.pdf http://www.isbe.net/bilingual/pdfs/elps_framework.pdf
english language proficiency definition