All About English Proficiency Levels

Understanding the Basics

The importance of understanding how students acquire language cannot be understated. As in the acquisition of all skills, students acquire a vast number of language skills mostly in order. Understanding these levels is critical to assessment, placement and instructional decisions for all students. This is the first newsletter in The Basics ELD series.

In describing the different English Proficiency Levels, there is no one definitive universal scale. In Europe, all schools use theCommon European Framework [1], which describes English acquisition in three basic scales with two sub-categories in each. In the U.S. English Language Proficiency descriptors vary greatly from organization to organization, state to state and district to district ranging from a 3-level scale to a 7-level scale. Nationally, TESOL [Teachers of English for Students of Other Languages] [2] and WIDA [a consortium of more than 20 states] use a 5-level scale [3].

Because I am in the State of Oregon in the US, I will broadly describe the State of Oregon’s 5-level scale [4]. Keep in mind that a 6-level scale would have students demonstrating English traits as that of a native English speaker.

Level 1-Beginning

Known as the “silent period” [5], this is when a student does not understand or speak English. He/She may have a few isolated words or expressions, but the ability to engage in English with another speaker in English is not available. Frequently, in culture shock, students are in the language and cultural adjustment period. Students use hand gestures, or could remain stoic and noninteractive in the classroom.

Level 2-Early Intermediate/Later Beginner/Beginning Production

Students are able to speak short phrases, yet understand basic conversational structures and simple directions. Students might only understand parts of a conversation, can identify the major topic but could miss out of the specifics.

Level 3-Intermediate/Developing

Students understand and speak conversational English. By this point, students can speak in simple complete sentences. They are working on speaking academic English with fluency, yet may still hesitate and have grammatical errors. Their skills in reading
and writing are developing.

Level 4-Early Advanced/Advanced Intermediate

Students understand and speak conversation English without any difficulties and can understand most academic topics yet may fail to pick up on the nuances and idioms of advanced English. Students may appear fluent but academically will struggle in some areas.

Level 5-Advanced

Students speak conversational and academic English well and are nearly proficiency in reading, writing, speaking and listening and can perform at grade level. Students may need occasional support but are relatively self-sufficient.

References:
1 Council of Europe http://www.coe.int/t/dg4/linguistic/cadre1_en.asp CEFR Document location:
http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
2 TESOL International Association http://www.tesol.org/
3 WIDA https://www.wida.us
4 Oregon State English Language Proficiency Levels http://www.ode.state.or.us/opportunities/grants/nclb/title_iii/final-4_30-elpa21-
standards.pdf
5 Krashen, Stephen D. (1982) Principles and Practice in Second Language Acquisition. University of Southern California. Web Location:
http://www.sdkrashen.com/content/books/principles_and_practice.pdf