English Language Proficiency Standards (ELPS)

Identify English Language Proficiency Standards (ELPS) for beginning, intermediate, and advanced emergent bilingual students. 

knowing PLDs

EL/EB

ELPS

speaking, lisening, writing, reading

  • students will have different levels in each of the domains, even when you first meet them

  • legally obligated to see where theyre at

  • make sure ELPS are implemented in all instructional materials

  • must provide accommodated material and give them just as much material as them

  • must put TEKS into comprehensible materials the students can engage with and be scaffolded by

TELPAS

  • Texas Eng Land Proficiency  Assessment system

Second Language Acquisition

Linguistically Accommodated Instruction

PLDs

  • Proficiency level descriptors

Supporting EB students

  • gradually increase language level to help them have that proficiency 

    • e.g. may not assign a whole novel, but portions with translation and big ideas translated 

Teacher communication

  • speak naturally, but at a slower pace (wuthout being rude!!)

  • use gestures, visuals, facial expressions, etc. to enunciate meaning

  • be patient, be ok repeating yourself, simplifying words if you need to

  • provide critical info or instructions in multiple modes to give them more time to process it 

Opportunities for Student Expression

  • provide adequate wait time, despite student always rasining thier hand 

  • help them build more complex sentences by asking them to elaborate or help them by asking if they want synonyms

  • do not correct language pronunciation directly, model the right pronunciation in your response or 

  • provide good opportunities to talk with 

  • use seating to max nonverbal formative assessment and participation

Academic Lang Acquisition

  • pre-teach vocabulary 

  • Point out cognates

  • provide examples and nonexamples

  • use visuals, graphic organizers, diagrams, sketches, etc. as visual supports

Culturally Responsive

  • set high expectations for all students across differentiated methofs to help them achieve mastery

  • use asset-based approach!!! See them as a strong learner, not a burden…see them as someone to build up and partner with, not