ELP standard 2: Oral communication proficiency for English language learners

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ELP Standard Identification: Implications for Addressing the Needs of Students at the Various Levels in a Classroom It is important to note, from the onset, that each of the five stages (from Kindergarten to Grades 9-12) has specific English language proficiency standards that are meant to be developmentally appropriate. This text will concern itself with Listening and Speaking (LS) – Standard 2: Delivery of Oral Communications. The various proficiency level descriptors are designed to ensure that the foundation students get in the English language is comprehensive. In essence, they permit the teacher to measure and track the abilities of students with regard to a specific skill. It is important to note that, in comparison to their peers, ELL students happen to be behind as far as communication using the English language is concerned. It is for this reason that oral communication happens to be of great relevance as far as their interaction abilities with peers in social and class settings is concerned. Further, to be able to absorb instructional content, ELL students ought to not only listen to teachers, but also understand the said content and integrate various points of view. In general, the objectives highlighted in the various levels i.e. pre-emergent, emergent, basic, low intermediate, and high intermediate, are integrated into social studies, science, as well as math curricula. The mandate of both standards, i.e. standard 1 and 2, is largely conversational. In addition to being able to interpret the spoken word, the student ought to be able to make use of his or her opinions, ideas, as well as thoughts to respond appropriately in a conversational setting. At the lower levels (particularly pre-emergent and emergent levels), the goal is for a learner to not only speak, but also reference the relevant words with some support. As we advance towards the high intermediate, the objective is to have learners express thoughts through the spoken word in a coherent and accurate manner. In so doing, learners ought to be comfortable with complex sentences and effortlessly make use of the correct terminology. The relevance of ensuring that students are able to identify and work with key words in a conversational setting cannot be overstated. This is more so the case given that the ability to correctly construe sentences, words, as well as phrases allows the said students to develop proper understating of not only the meaning, but also the substance of conversations.