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   ..:: Proficiency Level Descriptors ::..
   
     

Level                                        Descriptors                                                             Recommended Accommodations

Beginning

Have little no ability to understand spoken English used in academic or social settings

Struggle to understand simple conversations and simple discussions even when the topics are familiar

Struggle to identify and distinguish individual words and phrases during social and instructional  interactions

May not seek clarification in English when failing to comprehend the English they hear

Frequently remain silent, watching others for cues

 

Teacher should be aware that ELLs need SLA  support such as:

 

slower speech

visuals

verbal cues

gestures

modified phrases and that

instructional interactions need to modified

Intermediate

Have the ability to understand simple, high frequency spoken English used in routine academic and social settings

Usually understand: simple or routine directions,  short simple conversations, and short simple discussions on familiar topics

Often identify and distinguish key words and phrases necessary to understand the general meaning

Have  the ability to seek clarification in English

Request the speaker to repeat, slow down, or rephrase speech  when failing to comprehend         

Teacher should be aware that  when topics are unfamiliar, ELLs require:

 

extensive SLA support  and adaptations such as slower speech, visuals, verbal cues, simplified language, gestures and pre-teaching to preview or build topic-related vocabulary

Advanced

Have the ability to understand, with SLA supportt, grade-appropriate spoken English in social and academic settings

Understand longer, elaborated directions, conversations, and discussions on familiar and some unfamiliar topics

Understand main points, most  important details, and  some implicit information during social and basic instructional interactions

Occasionally require/ request the speaker to slow down, or rephrase to clarify the meaning of the English they hear           

Teacher should be aware that ELLs, sometimes, to support understanding depend on:

 

visuals

verbal cues

gestures and that

occasionally request the speaker to repeat, slow down, or rephrase speech

Advanced      High

Have the ability to understand, with minimal SLA support, grade-appropriate spoken English used in academic and social settings

Understand longer , elaborated directions, conversations, and discussions on familiar and unfamiliar topics

Understand main points, important details, and implicit information,  at a level nearly comparable to native English-speakers during social and basic instruction,

 

Rarely require/request the speaker to slow down, or rephrase to clarify the meaning of the English they hear

 

 

Teacher should be aware that ELLs have little dependence on:

 

Visuals, verbal cues and

gestures to gain meanings;

some exceptions when complex academic or highly specialized language is used

 

and that ELLs at this level

 

rarely request the speaker to repeat, slow down, or rephrase speech

 

 

 




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