This document discusses key aspects of the new English Language Development (ELD) Standards, including major instructional shifts, the proficiency level descriptors, and the importance of including both content and language objectives in lesson planning. Some of the major shifts highlighted include moving from teaching language as isolated skills to integrating the four language domains, using more complex texts, and focusing on language production rather than just accuracy. The document also outlines the three proficiency levels - Emerging, Expanding, and Bridging - and describes what students at each level should be able to do. It emphasizes the need for teachers to clearly define both a content and language objective for their lessons to guide students' language development.

1. A Leadership
Perspective: Changing
the Outcome for English Learners
Dr. Nancy Akhavan
Fresno State
Kremen School of Education and Human Development

2. Knowing the
Instructional
Changes in the
New ELD
Standards
Teacher
Professional
Learning
through
Language
ObjectivesWhat instruction
should look like for
English Learners
Three Areas of Focus

3. First Look:
Knowing the Instructional
Changes in the New ELD
Standards

4. The New ELD Standards
The new ELD standards focus on a student
learning that is:
• a personally relevant
• engaging experience
for students
• furthers student language acquisition

5. Vast Differences in New ELD Standards
The new ELD standards are different than past
standards.
Teachers will no longer teach isolated
lessons.

6. Vast Differences in New ELD Standards
Interconnected,
not separate!
Simultaneous, not sequential!

7. Old vs. New Paradigm ELD Standards
There is a new way of thinking about ELD
instruction based on the development of CCSS
and the New ELD Standards.

8. Old vs. New Paradigm ELD Standards
Content Language
Instruction mostly
grammar and
vocabulary
Old Paradigm

9. Old vs. New Paradigm ELD Standards
Content Language
Discourse, Complex text,
Explanation, Argumentation,
Text Types/ Structures,
Vocabulary
New Paradigm

10. New Paradigm
Language is no longer taught as form or
function
-
now language is ACTION that is taught through
meaningful and engaging activities across the
curriculum (van Lier & Walqui, 2012).

11. Second Look:How Instruction Will Look with
New ELD Standards

12. Key Instructional Shifts
• There are several instructional shifts
imbedded in the new ELD standards.
• Instruction will seem DIFFERENT to teachers,
as the focus in on language production and
multiple opportunities to PRODUCE language.

13. Key Instructional Shifts
Segmented,
Unrelated
Language
Learning
Integrated,
Connected
Language
Learning
From
To

14. Instructional Shifts
1999 ELD Standards From.... 2012 ELD Standards To...
Five English proficiency levels Three English proficiency levels:
Emerging, Expanding, Bridging (with
entry, progress through and exit criteria).
English as a set of rules with discrete
language focused lessons.
English as meaning making with different
choices made dependent on lesson,
context, task and purpose.
Grammar as syntax with discrete skills as
the main focus.
An expanded notion of grammar with
discourse, text structure, syntax, and
vocabulary addressed within meaningful
contexts.

15. Instructional Shifts
1999 ELD Standards From.... 2012 ELD Standards To...
Language acquisition as an individual and
lock-step linear process.
Language acquisition as a non-linear,
spiraling, dynamic, and complex social
process.
Language development focused on
accuracy and grammatical correctness.
Language development focused on
interaction, collaboration,
comprehension, and communication with
strategic scaffolding to guide appropriate
linguistic choices.

16. Instructional Shifts
1999 ELD Standards From.... 2012 ELD Standards To...
Simplified texts and activities, often
separate from content knowledge.
Complex texts and intellectually
challenging activities with content
integral to language learning.
Instruction that treats reading, writing,
listening, and speaking as isolated and
separate skills.
Instruction that artfully integrates
reading, writing, speaking and listening,
and language awareness.

17. Recap Shifts
From To
five levels three levels
set of rules meaning making
grammar with discrete skills grammar with discourse
lock-step linear process. non-linear, spiraling, dynamic, and
complex social process.
accuracy and grammatical correctness. interaction, collaboration,
comprehension, and communication
isolated and separate artfully integrates reading, writing,
speaking and listening, and language
awareness.

18. Overview of the
Proficiency Level Descriptors
• Three overall levels of English language
proficiency that represent general
progressions across three modes of
communication:
– Collaborative-
• Engagement in dialogue with others
– Interpretive-
• Comprehension and analysis of written and spoken texts
– Productive-
• Creation of oral presentations and written texts

19. English Language Development
Level Continuum
English Language Development Level Continuum
Collaborative
Emerging Expanding Bridging
1. Exchanging
Information and ideas
1. Exchanging
Information and ideas
1. Exchanging
Information and ideas
2. Interacting with
others
2. Interacting with
others
2. Interacting with
others
3. Offering and
supporting
opinions/arguments
3. Offering and
supporting opinions
3. Offering and
supporting opinions
4. Adapting language
choices
4. Adapting language
choices
4. Adapting language
choices
Collaborative

20. English Language Development
Level Continuum
English Language Development Level Continuum
Interpretive
Emerging Expanding Bridging
5. Listen actively 5. Listen actively 5. Listen actively
6. Reading/viewing
closely
6. Reading/viewing
closely
6. Reading/viewing
closely
7. Evaluating language
choices
7. Evaluating language
choices
7. Evaluating language
choices
8. Analyzing language
choices
8. Analyzing language
choices
8. Analyzing language
choices
Interpretive

21. English Language Development
Level Continuum
English Language Development Level Continuum
Productive
Emerging Expanding Bridging
9. Presenting 9. Presenting 9. Presenting
10. Composing 10. Composing 10. Composing
11. Offering
opinions/arguing
11. Offering
opinions/arguing
11. Offering
opinions/arguing
12. Selecting language
resources
12. Selecting language
resources
12. Selecting language
resources
Productive

22. Section 2: Elaboration on the Critical
Principals for Academic Language & Cognition
– Part 2:Learning About How English Works
• Language Processes
– Structuring cohesive texts
– Expanding & enriching ideas
– Connecting & condensing ideas
• Language Structures
– Types of text
– Types of sentences
– Types of clauses
– Types of phrases
– Types of words
• Purposes for Using Language
• Audiences

23. English Language Development
Level Continuum
English Language Development Level Continuum
StructuringCohesiveTexts
Emerging Expanding Bridging
1. Text Structure 1. Text Structure 1. Text Structure
2. Cohesion 2. Cohesion 2. Cohesion
Structuring Cohesive Texts

24. English Language Development
Level Continuum
English Language Development Level Continuum
Expanding&EnrichingIdeas
Emerging Expanding Bridging
3. Verbs and verb
groups
3. Verbs and verb
groups
3. Verbs and verb
groups
4. Nouns and noun
groups
4. Nouns and noun
groups
4. Nouns and noun
groups
5. Modification 5. Modification 5. Modification
Expanding & Enriching Ideas

25. English Language Development
Level Continuum
English Language Development Level Continuum
Connecting&Condensing
Ideas
Emerging Expanding Bridging
6. Connecting ideas 6. Connecting ideas 6. Connecting ideas
7. Condensing ideas 7. Condensing ideas 7. Condensing ideas
Connecting & Condensing Ideas

26. Emerging
Expanding
Bridging
Three Proficiency Levels

27. Three Proficiency Levels
EMERGING
Students at this level typically progress very quickly, learning to
use English for immediate, interpersonal use, and also to begin
to understand and use academic language.

28. Three Proficiency Levels
EXPANDING
Students at this level are challenged to increase their English
skills in more contexts, and learn a greater variety of
vocabulary and linguistic structures. They apply their language
skills in more sophisticated ways depending on their age and
grade level.

29. Three Proficiency Levels
BRIDGING
Students at this level continue to learn and apply a range
of high-level English language skills in a wide variety of
contexts including comprehension of and production of
highly technical texts.
The ‘bridge’ alludes to the transition to full engagement in
grade-level academic tasks in a variety of contexts without
the need of ELD instruction.

30. English Language Proficiency Level Continuum
Native Language Emerging Expanding Bridging Lifelong English
Language Learning
•English learners
come to school
possessing a
wide range of
competencies in
their native
language
appropriate to
their age.
Enter:
Having limited
receptive and
productive skills
Exit:
Having basic
communication
skills in social and
academic context
Enter:
Being able to
refashion learned
materials in
English to meet
immediate
communication
and learning
needs
Exit:
Using English to
learn and
communicate
about a range of
topics and
academic
content areas
Enter:
Able to
communicate
adequately in a
variety of social
and academic
contexts
Exit:
Communicating
effectively with
various
audiences on a
wide range of
familiar and new
topics to meet
academic
demands in a
variety of
disciplines
•Continue to
build increasing
breadth, depth,
and complexity in
comprehending
and
communicating
in English in a
wide variety of
contexts

31. English Language Proficiency Level Continuum
Native Language Emerging Expanding Bridging Lifelong English
Language Learning
•They may have
varying levels of
literacy in their
native language
depending on
their prior
experiences in
the home,
community, and
school.
Extent of
Support:
Substantial
Extent of
Support:
Moderate
Extent of
Support:
Light
Extent of
Support:
Occasional

32. English Language Proficiency Level Continuum
Native Language Emerging Expanding Bridging Lifelong English
Language Learning
•Gain
metacognitive
awareness of
what language is
and how it is
used
•Apply this
awareness in
their language
learning
strategies,
including
drawing upon
knowledge of
their native
language.
Metalinguistic
Awareness:
Students become
aware of
differences and
similarities
between
features of their
native language
and English and
apply this
awareness in
learning English.
Metalinguistic
Awareness:
Students gain
increasing
understanding of
the features and
structures of
English language
and, with
guidance, can
revise their own
and others’
production for
accuracy and
precision.
Metalinguistic
Awareness:
Students gain
sophisticated
understanding of
nuances of the
features and
structures of
English language
and apply this
understanding to
self‐monitoring
and providing
feedback to
others on various
elements of
production.
Metalinguistic
Awareness :
Students
continue to build
and apply highly
sophisticated
understanding of
nuances of the
features and
structures of
English language
and apply them
in a variety of
contexts for
multiple
purposes.

33. English Language Proficiency Level Continuum
Native Language Emerging Expanding Bridging Lifelong English
Language Learning
They may have
varying levels of
literacy in their
native language
depending on
their prior
experiences in
the home,
community, and
school.
Accuracy:
Students exhibit
frequent errors in
pronunciation,
grammar, and
writing
conventions that
often impede
meaning.
Accuracy:
Students exhibit
fairly frequent
errors in
pronunciation,
grammar, and
writing
conventions that
may sometimes
impede meaning.
Accuracy:
Students exhibit
some errors in
pronunciation,
grammar, and
writing
conventions that
usually do not
impede meaning.
Accuracy
Students exhibit
occasional errors
in pronunciation,
grammar, and
writing
conventions that
do not impede
meaning.

34. Third Look:Teacher Professional Learning-
Language Objectives

35. An Example of a Shift in
Lesson Preparation
• Including
–A Content Objective
–AND a Language Objective

36. Content Objectives:
 Provide a road-map for students and
teachers
 Clearly defined, displayed, and reviewed
with students
 At the end of the lesson teachers can
determine who has met them and who has
not

37. Language Objectives
• Provide a road-map for developing
English language proficiency.
• Clearly defined, displayed, and reviewed
with students.
• The academic language you will be
teaching and the language processes you
expect the students to use during the
lesson

38. Language Objectives
Six categories to consider when creating
language objectives:
• Key Vocabulary
• Language Functions
• Language Skills
• Grammar or Language Structures
• Lesson Tasks
• Language Learning Strategies

39. Integrate All Language Skills
• Create many opportunities for students to
practice and use all four language processes in
an integrated manner
– Reading
– Writing
– Listening
– Speaking

40. Let’s Try…
• Content Objective or Language Objective?
– Determine the main idea of a text and explain
how it is supported by key details (RI 4.2)
– Students will use academic vocabulary to
discuss the main idea of a text with a partner
using the frame: “I think the main idea of the
text is ______. Key details that supports this
main idea are ______________".

41. Let’s Try…
• Content Objective or Language Objective?
– Compare and contrast two or more
characters, settings, or events in a story or
drama, drawing on specific details in the
text (e.g., how characters interact).(RL 5.3)
– Students will write five or more statements
comparing and contrasting two characters
from the story using academic language
from the compare and contrast signal chart
using specific details from the text.

42. Let’s Practice…
With your partner, create a language
objectives for each of the four language
processes.
Reading Writing
Listening Speaking

43. Questions

44. Thank you for attending
Dr. Nancy Akhavan
Single Subject Coordinator
nakhavan@csufresno.edu
Dr. Robyn Castillo
Area Superintendent, Clovis Unified
RobynCastillo@clovisusd.k12.ca.us