Language Development Stages: Sample Behaviors in the Classroom
ESOL Level / Sample Student Behaviors / Sample Teacher Behaviors / Questioning Techniques1 – Entering
Students know little or no English. / · Points to or provides other non-verbal responses
· Actively listens
· Responds to commands, statements and simple questions
· May be reluctant to speak
· Understands more than can produce
· One or two words utterances / · Language focuses on conveying meanings and vocabulary development
· Repetition
· Do not force student to speak
· Provide text with illustrations
· Emphasize hands-on activities, manipulative, props, drama, ample use of visuals
· Integrate constant modeling with the use of both verbal/nonverbal clues, including gestures to communicate message
· Aim for the same content objectives as native students, while matching instruction to ELLs’ learning needs / · Point to…
· Find the…
· Put the __next to the___.
· Do you have the___?
· Is this a ___?
· Who wants the___?
· Who has the___?
· Which one ___?
· Which is the best answer? (point)
· List the parts of …
ESOL Level / Sample Student Behaviors / Sample Teacher Behaviors / Questioning Techniques
2 – Beginner
Student knows some conversational English. Academic English is developing, but is still lacking. / · Acquires words, short phrases, and chunks of language
· Tends to rehearse prior to speaking
· Uses non native order
· Has improved general comprehension
· Uses routine expressions independently / · Ask questions that can be answered by yes/no and either/or responses
· Model correct responses
· Ensure a supportive, low anxiety environment
· Do not overtly call attention to grammar errors
· Continue to embed language in context
· Provide explicit instruction of comprehension strategies
· Create a stimulating language rich environment- planning for participation in both listening and speaking opportunities
· Model strategies, demonstrate activities step-by- step, and use think-alouds
· Same objectives as all students, while matching instruction to ELLs needs / · Yes / no (Is the trouble light on?)
· Either / or (Is this a screwdriver or a hammer?
· One word response (What utensil am I holding in my hand?)
· General questions which encourages lists of words (What do you see on the tool board?)
· Two – word response (Where did he go? To work.)
· Can you select ____?
· Which is the best answer?
ESOL Level / Sample Student Behaviors / Sample Teacher Behaviors / Questioning Techniques
3 – Developing
Students are early intermediates. Students know conversation English and a fair amount of academic English. / · Participates in small group activities
· Demonstrates comprehension in a variety of ways
· Speaks in short phrases and sentences
· Begins to use language more freely
· Begins to acquire more standard word order
· When topic is too abstract, may talk around, mix with native language
· Paraphrases what they hear, often confirming comprehension with peers
· Shows difficulties adjusting language for different situations / · Focuses content on key concepts
· Provides frequent comprehension checks
· Uses performance-based assessments
· Asks open-ended questions that stimulate language production
· Allows for much writing and reading practice and experimentation
· Aims for the same content objectives as native students, while matching instruction to ELLs’ learning needs / · Why?
· How?
· How is this like that?
· Tell me about…
· Talk about…
· Describe…
· How would you change this part?
· What is the main idea?
· How are these similar / different?
ESOL Level / Sample Student Behaviors / Sample Teacher Behaviors / Questioning Techniques
4 – Expanding
Students are intermediate. Students know conversational English and a large amount of academic English. / · Language skills are adequate for most day-to-day communication needs
· Have occasional difficulty with complex structures and abstract academic concepts
· Can read with considerably fluency and are able to identify specific facts within the text
· Can read independently, but may have occasional comprehension problems
· Overall organization begins to approximate the writing of native speakers of English, errors however may persist / · Fosters conceptual development and expanded literacy through content
· Continues to make lessons comprehensible and interactive
· Teaches thinking and study skills
· Continues to be alert to individual differences in language and culture / · What would you recommend / suggest?
· How do you think this story will end?
· What is the story mainly about?
· What is your opinion on this matter?
· Describe / compare…
· What would happen if…?
· Which do you prefer?
· Why?
· Can you explain what is happening?
· Can you predict?
ESOL Level / Sample Student Behaviors / Sample Teacher Behaviors / Questioning Techniques
5 – Bridging
Students are advanced. Student’s abilities can be compared to native English speaking students. / · Can express themselves fluently and spontaneously on a wide range of personal, general, academic, or social topics in a variety of contexts
· Able to work at grade-level materials with some accommodations
· They have a good command of technical and academic vocabulary
· Can produce clear, smoothly flowing, and well constructed text. Errors are minimal / · Aim for the same challenging content objectives as native students, but continue to match instruction to ELLs’ learning needs
· Continue to use a variety of teaching strategies to be able to reach all types of learners in the classroom
· Continue to monitor students’ progress in both language and academic development / · Can you select__?
· How would you classify …?
· Which statements support…?
· How would you summarize …?
· How would you solve …?
· What evidence can you find …?