English language learners (CA Department of Education) (2023)

Reclassification is determined by Local Educational Agencies (LEAs)

Reclassification is the process by which a student is reclassified from English language learner (EL) status to English proficiency (RFEP) status. Reclassification may occur at any time during the school year, immediately after a student has met all criteria.

Each LEA establishes a locally approved reclassification process, including any documents used to communicate this process, to determine when students are eligible for a change in RFEP status based on meeting each of the four criteria listed inEducation code(CE)article 313 lit. f)English language learners (CA Department of Education) (1). Each criterion must be met by all students eligible for RFEP status. (See the Criteria tab below.) The Reclassification Rainbow Chart reminds us to always consider the criteria holistically when making a reclassification decision.

Accompanying Debt Reclassification (PPTX)

RFEP numbers reported by the LEA

LEAs submit RFEP records for students reclassified during the school year using their locally approved process and report their number of reclassified students to the California Long Term Student Achievement Data System (CALPADS). Results can be found at the California Department of Education (CDE)Information about English language studentsWebsite. The official RFEP count (confirmed by the year-end report available each spring) has changed from the number of students reclassified from census day to census day to the number of students reclassified during the school year between July 1 and June 30. lookCALENDAR CALPADSfor information on recalculation reporting schedules for EL students reclassified during the school year.

LEAs supervise RFEP students for four years

The CDE published RFEP monitoring guidelines in a letter to law enforcement calledMonitor reclassified students. State and federal law requires the LEA to track students who leave EL status for a period of four years after receiving RFEP status (20Code two United StatesSection 6841[a][4][5]; Title 5California Code of Regulations[5CCR] Section 11304). After students leave the EL program through a locally approved reclassification process, LEAs must monitor the academic progress of these RFEP students for at least four years to ensure that:

  • Students are not terminated prematurely;
  • Any academic shortcomings resulting from learning English are corrected; This is
  • Students participate extensively in the standard curriculum, comparable to their English-only peers.

In preparation for and during the four-year RFEP monitoring period, law enforcement may continue to use the resultsCriteria 2-4inform about the areas of interest of reclassified students. To this end, education authorities should establish rigorous monitoring systems that include benchmarks for the expected increase in academic acquisition throughout the school year and take appropriate steps to help students who are not making sufficient progress towards these goals. During this monitoring period, LEAs must ensure that RFEP students meet the same academic achievement goals that have been set for all students.

If RFEP students continue to fail to meet the same academic achievement goals set for all students after four years of follow-up or beyond, intervention and support is needed. These services are not dependent on specialist funds. When the LEA's monitoring of a student's RFEP reveals that there were learning deficiencies in the student's English language learning, the LEA must take affirmative action to address those deficiencies and continue to provide support until they are corrected. For example, RFEP students who scored below the adjusted range of achievement in Criterion 4 over a four-year follow-up period should receive targeted support to ensure they reach and maintain a level with their English native language peers.

  • Criterion
  • Legislation
  • cards

Reclassification criteria

Reclassification criteria established in CaliforniaCEArticle 313 and 5CCRArticle 11303 remains unchanged. Law enforcement must continue to use the following four criteria to determine reclassification policies and procedures:

Criterion 1: English language proficiency assessment

Assessment of language proficiency using an objective assessment tool, including but not limited to the English Language Development Test developed in accordance withCESection 60810 English language learners (CA Department of Education) (2):

  • The California Assessment of English Language Proficiency (ELPAC) is a state assessment of English language proficiency (ELP) for students whose primary language is not English. With the possible exception of students with unique or dual-identified needs, EL students who do not have an ELPAC summative or alternate summary score are not eligible for reclassification, even if they meet other locally defined criteria.
    • ELPAC General Performance Level (PL) 4 has been approved by the State Board of Education (SBE) as the state standardized ELP criterion for summative ELPAC. LEAs must use summative ELPAC PL 4 to determine whether a student assessed by summative ELPAC met this criterion.
      • Students who achieve an overall ELPAC PL 4 summary score will be considered for reclassification.
      • Students who achieve cumulative ELPAC General PL at level 3 or lower will not be considered for reclassification. However, LEA is encouraged to engage stakeholders in a broader conversation to inform planning, accommodation and personal goals for the coming term and the coming school year. These meetings should involve parents as much as possible and focus on the student's strengths, areas of development, and opportunities.
      • Some EL students with special needs or dual-identity students may require special consideration of how to meet this criterion, as outlined in the Student's Individual Education Plan (IEP). In these cases, members of the student's IEP team should meet to document and discuss how the student's unique needs impact the student's ability to achieve an overall PL 4.
    • The Summative Alternate ELPAC is the state ELP test for students with the most significant cognitive impairments and is currently recommended, pending approval by the SBE, that the LEAuse ELPAC 3 (English Proficient Fluency) summary alternative level as an alternative ELP criterion.
      • All students with an alternative summary of ELPAC Level 3 (English Fluency) are eligible for reclassification consideration, in conjunction with the other three required locally defined reclassification criteria.

Supporting Resources Criterion 1

  • OCDE ELPAC website
    The ELPAC website provides information and links about ELPAC and additional resources.
  • ELPAC Information Guide 2022-23 (DOCX)The ELPAC Information Guide provides reclassification guidance for LEAs and information on ELPAC implementation.
  • ELPAC Test Administration Coordination Site English language learners (CA Department of Education) (3)
    The ELPAC website, run by Educational Testing Services, serves as a portal to the resources LEAs will need to administer ELPAC.
  • California Professional Guide to Educating Students with Disabilities (PDF)
    The California Practitioners' Guide for Educating English Learners with Disabilities is a guide to identifying, assessing, supporting and reclassifying English language learners with special needs.

Criterion 2: Teacher reviews

Teacher assessments, including a review of student mastery of the curriculum:

  • This Criterion remains locally determined and LEA authorities must continue to use teacher appraisal in line with local policy to establish reclassification policies and procedures for Criterion 2. Teacher appraisal should not be interpreted as teachers' judgment and should be based on data as well as a locally agreed process LEA to request a teacher evaluation.
    • For students who have achieved results at ELPAC PL 4 General or ELPAC Summative Alternative Level 3 (proficiency in English),LEAs must establish a local policy and process for collecting feedback on an eligible student's curriculum mastery from that student's teachers (see Criterion 2 Support Resources).
      • As a student may have different language support needs in different areas, all teachers and certified staff directly responsible for student instruction or placement decisions should be given the opportunity to assess.
    • If other reclassification criteria suggest that a student who scored on Summative ELPAC PL 4 General or Summative Alternate ELPAC Level 3 (English Language Fluency) has learning difficulties in other areas,Policy makers are encouraged to discuss these outcomes with those who know the student (e.g., classroom teachers, parents, teaching professionals, or coaches) to identify the services and support needed so as not to prevent a student with specific needs from demonstrating readiness for reclassification.
      • Observe:Defects in academic performance, although not currently associated with ELP,this may mean that the student had a deficit in learning English. While this situation does not preclude the student from being reclassified, the LEA is committed to ensuring that the student receives ongoing academic support and any other necessary support to cure and correct such deficiencies prior to reclassification during or after the four-year RFEP follow-up period. until defects are removed.
  • CDE develops standardized resources for this criterion. ABOUTObservation Protocol for English Language Teachers (OPTEL)is an observation protocol that is currently being developed to meet the requirementsCE Article 313.3 English language learners (CA Department of Education) (4).

Supporting Resources Criterion 2

Criterion 3: Consultation with parents

Parents' opinion and advice:

  • This criterion remains locally determined and LEAs must continue to use parental input and consultation in accordance with local policy to establish reassignment procedures, to work with EL families to answer questions, discuss student performance on each criterion (Criterion 1 –4) and setting goals for the next school years. Section 313(f)(3) ECSection requires parental consultation and input, not consent. 5CCRSection 11303 requires parental participation by encouraging parents or guardians to participate in the school district's reclassification process, including seeking their input and consulting during the reclassification process, but consent is not required.
    • For students who have achieved results at General ELPAC PL 4 Summative or at Alternative ELPAC Summative Level 3 (proficiency in professional English), LEA is encouraged to convene stakeholders (including the student's current teachers, teachers from the previous school year, and relevant academic coordinators) to discuss the eligible student's performance and recommend goals for the next school year.
      • This consultation should lead to a pre-reclassification discussion involving parents, resulting in jointly developed ideas, plans and decisions for any reclassification, as well as support to be provided during the four-year follow-up period. RFEP.
    • Access issues should not be an excuse to disconnect from your parents. LEAs can think strategically about contacting parents, including alternative means (e.g. direct phone calls, one-on-one conferences) if necessary. An interpreter should be provided to parents if necessary.
      • LEAs may contact parents of all students eligible for reclassification for advice over the phone, virtual school platforms, or other technology available to parents to provide parents with an opportunity to discuss progress and data, or express any concerns or questions regarding their child's potential reclassification.
      • LEAs should focus on the information that qualifies the student, the support the student needs to succeed in rigorous classroom-level learning, and how to monitor and address these needs through the RFEP monitoring process.
    • It can be productive to ensure that parent consultations include everyone who knows and wants to support the student in the upcoming school year: parents, policy makers, as well as all relevant teachers and support staff to answer parents' questions about the school's teaching environment and support will continue to foster student academic success. Listening to parents' concerns, answering their questions, and then working together to find strategies to address those concerns is the right use of parent consultation time.
  • CDE is developing standardized resources to be used to address this criterion. ABOUTTO CHOOSEis an observation protocol currently being developed to meet California conditionsCEArticle 313.3 English language learners (CA Department of Education) (9).

Supporting Resources Criterion 3

The following resources may be helpful to LEAs looking for tools to support parent counseling during the COVID-19 pandemic.

Criterion 4: Basic skills related to students with a good command of English

Comparison of student achievement in basic skills with an empirically determined range of achievement in basic skills based on the performance of English-speaking students of the same age, indicating whether the student is sufficiently proficient in English to successfully participate in an age-appropriate curriculum - appropriate students, whose native language is English:

  • LEAs define the experiential range of achievement in basic skills by defining locally agreed reclassification criteria and taking into account the overall achievement goals set for all students. The following definitions of related terms may help you:
    • Performance in Basic Skills:A score and/or level of achievement from a recent objective assessment of basic language skills (e.g. Smarter Balanced Assessments, District Tests).
    • Scope of basic skills:The range of scores on the Basic English Skills Assessment that correspond to your performance level or range of scores within your performance level.
    • Students of the same age:Students with a good command of English enrolled in the same class as the student being considered for reclassification.
  • English language scores from the Smarter Balanced Assessment Consortium, LEA benchmarks, or other LEA-established assessments that measure progress in English may be used to meet the requirements of Criterion 4. Progress can be measured using defined or extended scores, depending on the merits research and education.
    • Selective assessment must apply to all students, not just English language learners.
    • Interim Assessment Blocks (IABs) cannot be used to meet this criterionCESection 60642.7(b).
  • If other reclassification criteria indicate that a student with a general ELPAC PL 4 Summative or Alternative ELPAC Summative Level 3 (Fluent English) score has a learning disability in other areas, decision makers are encouraged to discuss these scores with people who know the students (e.g. teachers, parents, teaching professionals or trainers) to identify the services and support needed to prevent the transfer or premature transfer of students with special needs.
    • It should be noted that deficits in academic performance, although not currently associated with ELP, may indicate that a student has an English language learning deficit. While this situation does not preclude the student from being reclassified, the LEA is committed to ensuring that the student receives ongoing academic support and any other necessary support to cure and correct such deficiencies prior to reclassification during or after the four-year RFEP follow-up period. until defects are removed.

Supporting Resources Criterion 4

The following resources may be helpful to law enforcement agencies looking for tools to support their basic skills criteria during the COVID-19 pandemic.

(Video) California Department of Education: Less than 50% of students prepped in reading, math

A smarter, more sustainable website English language learners (CA Department of Education) (12)
Smarter Balanced Assessment is designed to support teaching and provide teachers with better information about student progress.

California Student Achievement and Progress Assessment (CAASPP) English language learners (CA Department of Education) (13)
Students in Years 3-8 and 11 will take full summative tests in English, Science/Reading and Maths, with approximately seven to eight hours for each student.

Content standards approved by the State Board of EducationThe Content Standards are designed to encourage each student to excel by defining the knowledge, concepts, and skills that all students should acquire at each grade level.


Reclassification procedures will use a variety of criteria to determine whether a student should be reclassified as fluent in English, including but not limited to all of the following:

  1. Assessment of language proficiency through an objective assessment tool, including but not limited to an English Language Development Test developed or acquired in accordance with section 60810.
  2. Teacher assessment, including, but not limited to, an assessment of the student's curriculum knowledge.
  3. Opinion and advice from parents.
  4. Comparison of student achievement in basic skills with an empirically determined range of achievement in basic skills based on the performance of English-speaking students of the same age, indicating whether the student is sufficiently proficient in English to successfully participate in a self-designed curriculum of the same age mother tongue is English.

CEarticle 313 lit. f) English language learners (CA Department of Education) (14)
The requirements for the English Language Proficiency Assessment (ELP) are set in CaliforniaCEsections 313, 60810 and 60812.

CESection 60810 English language learners (CA Department of Education) (15)
California law requires that the initial identification of English language learners and summative assessment include, among other things, an assessment of those learners' ability to read, speak, and write English.

Writings in the area

2020-2021 Retraining Guidelines and State Examination Extension (June 14, 2021)
This letter provides guidance on the ongoing reclassification and notifies law enforcement of changes to the ELPAC recap study schedule.

2019-2020 COVID-19 Reclassification Guidelines and Fall Administration (July 1, 2020)
This letter provides guidance on the ELPAC test and reclassification of students from English Learner to English Fluent for 2019-2020.

Letter to Local Education Agencies on Tracking Reclassified Students (December 20, 2019)
This letter reminds LEA of the requirements for tracking reclassified students.

Reclassification guidelines for 2019-2020 (September 2, 2019)
This letter provides guidance to LEA on how to reclassify students from English Learner to English Fluent.

Updated Letter to Local Education Agencies for 2018-2019 Reclassification Guidelines (January 18, 2019)
This letter updates guidance previously provided to local education agencies on how to reclassify students from English Learner to English Fluent.

2018-2019 Interim Reclassification Guidelines to Local Education Agencies (September 14, 2018)
This letter updates the interim guidance provided to the LEA authorities regarding the reclassification of students from English language learner status to English language proficiency status.

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Frequently asked questions (FAQ) and additional resources

Frequently asked questions about reclassificationThe link above contains frequently asked questions about reclassifying English language learners.

(Video) Grade 2-3 Science Integrated and Designated ELD

Survey of the policy landscape for reclassification of English language learners in California English language learners (CA Department of Education) (16)
This report presents the results of a survey of the district's policy on measuring student progress in English language learning and removing labels of English language learners before and during school closures due to COVID-19.

Resource site for English language learnersThe link above contains frequently asked questions about English language learners in California and appropriate qualifications for teachers, as well as links to websites with information on developing programs for linguistically and culturally diverse students.

Federal Program Monitoring Instrument (FPM) website of the Department of Education (CDE).
The California Department of Education Tracking Tool is a web-based system that enables the LEA to facilitate the response to state and federal program tracking requests.

U.S. Department of Education English Learning Tools website English language learners (CA Department of Education) (17)
The EL Office of English Language Acquisition Toolkit was released in 2015 as a support supplementJanuary 7, 2015 A letter to a dear friendEnglish language learners (CA Department of Education) (18)(PDF)created by the Department of Education, the Office of Civil Rights and the Department of Justice, outlining the legal responsibilities of English language learners. Updated some Toolkit related chaptersEvery Student Success Act (ESSA) English language learners (CA Department of Education) (19)from 2015

(Video) California Board of Education Presentations on Teaching English Language Learners, July 1998


Office of Language Policy and Leadership | 916-319-0845

Last reviewed: Thursday, October 20, 2022

(Video) Digital Learning Integration & Standards Guidance Webinar: ELA/ELD, August 2021


How are students identified as English learners California? ›

English Learner – A student who enrolls in a California school beginning in any grade level, transitional kindergarten through grade twelve, has a language other than English identified on the Home Language Survey, and upon assessment, obtained a level of English proficiency that indicates programs and services are ...

What are the percentages of ELs in schools in CA? ›

Basic Facts—California Language Census: Fall 2021

The 1,127,648 English learners constitute 18.10 percent of the total enrollment in California public schools. A total of 2,360,744 students (English Learners and Fluent English Proficient) speak a language other than English in their homes.

What qualifies an ELL student? ›

An ELL student is anyone who doesn't learn English as their first and primary language. They often come from non-English-speaking homes and backgrounds, and require specialized or modified instruction in both their academic courses and in the English language itself.

How do you evaluate an ELL student? ›

Assessment Strategies for Assessing ELL
  1. Portfolio-based Assessment. Leveraging portfolio-based assessment rather than a traditional test allows educators to look at a body of work, completed over time, rather than a single data point, to assess a student's learning. ...
  2. Performance-based Assessment. ...
  3. Rubrics.
Sep 22, 2022

What does L1 and L2 mean for ELL students? ›

These terms are frequently used in language teaching as a way to distinguish between a person's first and second language. L1 is used to refer to the student's first language, while L2 is used in the same way to refer to their second language or the language they are currently learning.

What are the ELL proficiency levels in California? ›

The CA ELD Standards define three proficiency levels—Emerging, Expanding, and Bridging*—to describe the stages of English language development through which ELs are expected to progress as they improve their abilities in listening, speaking, reading, and writing English.

What percent of ESL students go to college? ›

For example, in their analysis of the national data source NELS: 88, Kanno and Cromley ( 2013) found that within 2 years of high school graduation, almost half of ELs (47 %) had not enrolled in college, and only 18 % had advanced to 4-year colleges, compared with more than twice the proportion of monolingual English- ...

Which state has the most ESL students? ›

Most ELLs were born in the United States, and are U.S. citizens. The state with the most ELL students is California — which has 29 percent of all ELLs nationwide. Texas has 18 percent, followed by Florida with 5 percent and New York with 4 percent.

What is reclassification of English learner students in California? ›

Reclassification is the process whereby a student is reclassified from English learner (EL) status to Fluent English Proficient (RFEP) status. Reclassification can take place at any time during the academic year, immediately upon the student meeting all the criteria.

What is the difference between ESL and ELL learners? ›

English language learner (ELL) refers to a student who is age 5 or older and who is learning English as a second language. English as a second language (ESL) is an approach in which students who are not native English speakers are mainly taught in English. It focuses on language skills rather than content.

What is a Level 1 ELL student? ›

Level 1 - Beginner. Students performing at this level of English language proficiency begin to demonstrate receptive or productive English skills. They are able respond to some simple communication tasks.

What are the 5 ELL levels? ›

There are six ELL levels:
  • Beginner.
  • Lower intermediate.
  • Intermediate.
  • Upper intermediate.
  • Advanced.
  • Native speaker.

How do I prepare for the ELL test? ›

The following list of ELL test prep tips will help your students confidently show what they know on test day.
  1. Provide a solid foundation of content knowledge. ...
  2. Focus on stress-reduction strategies. ...
  3. Teach test-taking skills. ...
  4. Give practice tests.
Dec 14, 2022

Why is so difficult to assess ELLs? ›

Some specific issues that can arise for ELL students when taking assessments include: Lack of English literacy, which is the ability to understand how to read and write a language. Lack of academic vocabulary, which is a specific type of vocabulary that refers to academic tasks. Lack of cultural familiarity.

How do you know if a student is gifted in ELL? ›

Additionally or alternatively, the promising gifted ELL may:
  1. Acquire the new language at a faster than typical rate,
  2. Demonstrate an ability to code switch or translate at an advanced level,
  3. Show aptitude for negotiating between cultures,
  4. Display inventive leadership and/or imaginative qualities,
Apr 30, 2019

What is ELL Level 3? ›

Level 3. Ability to use and understand a series of related sentences in oral discourse. Ability to use and understand simple written English but errors at times impede meaning. Ability to use general and some specialized vocabulary.

What does L1 L2 L3 mean in language? ›

L1 is a speaker's first language. L2 is the second, L3 the third etc. Example. A learner whose L1 is Spanish may find Portuguese and Italian easy languages to learn because of a fairly close connection between the languages.

What is code switching for ELL students? ›

Code switching occurs when children or adults alternate between two or more languages. The most common way young children mix two languages is by beginning a sentence in one language, then switching to another (Genesee et al., 2004). Examples of child code switching in English and Spanish: ▶ “Quiero jugar outside.”

What is ELLs score? ›

ACCESS for ELLs assesses a student's English language proficiency in Grades K-12. The test is administered annually to help school districts monitor the English language development of students identified as English language learners in the four language domains of Listening, Reading, Writing, and Speaking.

What is intermediate level of ELL? ›

Students at the intermediate level of English-language acquisition are able to understand and speak simple, high-frequency words that are used routinely in social and academic settings. For writing tasks, they are able to write on topics that are familiar and will use simple, high-frequency words.

What accommodations are available for ELL levels? ›

Some accommodations to provide for ELL students in reading include reduced reading load, vocabulary instruction, pre-reading strategies, graphic organizers, and reading strategies.
  • Reduced Reading Load. ...
  • Vocabulary Instruction. ...
  • Pre-Reading Strategies. ...
  • Graphic Organizers. ...
  • Reading Strategies.
Jan 5, 2022

Does ESL affect GPA? ›

ESL courses that begin with a zero do not affect a student's GPA.

Are ESL teachers in demand in USA? ›

Projected job growth for esl teachers is 3% from 2018-2028. There are over 946,576 esl teachers currently employed in the United States. There are 63,897 active esl teacher job openings in the US based on job postings.

Are there enough ESL teachers? ›

According to the U.S. Department of Education's Teacher Shortage Area Data database, thirty-three states and the District of Columbia reported statewide ESL teacher or specialist/consultant shortages in 2021-22.

What is the top 2 home languages of ELLs used in the US? ›

Spanish, Arabic, Chinese Are the Top Home Languages for ELLs in U.S. Schools.

Which country pays ESL teachers the most? ›

Here are the top 5 most lucrative countries to teach English Abroad in 2023.
  • South Korea ($1,850-$2,650 USD a month)
  • China ($1,200-$2,600 USD a month)
  • Japan ($1,700-$2,600 USD a month)
  • Taiwan ($2,000-$3,000 USD a month)
  • Gulf Arab States ($2,000-$5,000 USD a month)
  • Honorable Mention: Vietnam ($1,500-$2,000 USD a month)
Mar 28, 2023

What is the most common language for ELL students? ›

While the languages spoken by English Language Learner (ELL) students in the United States are very diverse, Spanish is the most common first or home language, spoken by 71 percent of ELL students.

Can you retain an ELL student? ›

To be certain, ELL students require time to learn English. However, we suggest that retention be used sparingly and with a clear-headed understanding of its risks, not just its potential benefits.

How do I get an ESL endorsement in California? ›

  1. Get Familiar with California's EL/Cross-Cultural Language and Academic Development (CLAD) Program. ...
  2. Complete an Approved Teacher Preparation Program. ...
  3. Take the Appropriate California Subject Examination for Teachers (CSET) ...
  4. Apply For Your Initial Teaching Credential. ...
  5. Achieve and Maintain a Clear Teaching Credential.

Do ELL students get modifications? ›

Accommodations and Modifications Checklist for ESL Students ELL Name: Teacher: Dates: Federal law requires that teachers of second language students provide accommodations and modifications to enable students to succeed in the classroom. Documentation of accommodations/modifications is recommended.

What is the new name for ESL? ›

TESL is the teaching of English as a second language. There are also other terms that it may be referred to in the US including ELL (English Language Learner) and CLD (Culturally and Linguistically Diverse). In the UK and Ireland, the term ESL has been replaced by ESOL (English for speakers of other languages).

What are the levels of ESL courses? ›

ESOL: Standards
Current ESL Proficiency LevelsLevels Description
Level 1- StartingStudents initially have little to no understanding of English.
Level 2- EmergingStudents can understand phrases and short sentences.
Level 3- DevelopingStudents understand more complex speech but still require repetition.
5 more rows
Apr 18, 2023

Should I say ESL or ELL? ›

ELL, refers to the learner who has limited English proficiency, while ESL refers to the programming designed to pull-out students needing explicit English instruction for support.

What level of ESL is beginner? ›

Level 1: Beginning

This student is often a new arrival with little previous English training and --this is the key -- a very limited vocabulary. This student is lost in the classroom and has nothing on which to base his ability to function, comprehend, and respond.

What is the highest level of ESL? ›

There are four levels in the College ESL program. Our lowest level is Level 2, low-intermediate. Our highest level is Level 5, an advanced, pre-college ESL course.

What is ESL Level 2? ›

To complete Level 2, you must take three classes (15 credits). ESL 21 focuses on grammar and writing, and ESL 22 focuses on reading and vocabulary, and ESL 24 focuses on oral communication and writing. In your classes, you will begin to develop academic language skills.

What are the 4 domains of ELL students? ›

What Language Skills Do ELLs Need? The next group of strategies is organized by four language skills: speaking, listening, writing, and reading. These are called the four domains of language, and students must master all four domains to attain academic proficiency in a language.

What is standard ELL? ›

Standard English Learners (SELs) are those (EO, IFEP) students for whom Standard English is not native and whose home language differs in structure and form from Standard and academic English.

What does ESL Level 6 mean? ›

ESL 066 - English as a Second Language (ESL) Level 6. 1-10 CR. Prepares English-as-a-second language students to understand and communicate independently in selected authentic situations. Students apply reading strategies and critical thinking skills when reading materials from various sources.

How do I pass my ESL test? ›

Here's what you need to do to pass your ESL placement test with flying colors:
  1. Brush up on your grammar. ESL placement tests deal more with the practical use of the English language. ...
  2. Take an ESL course. ...
  3. Work on practice tests. ...
  4. Relax. ...
  5. Get an English Language Partner. ...
  6. Passed your ESL placement test?
Jan 4, 2023

How to pass English language test? ›

How to Pass English Language Exams
  1. Learn the meanings of command words.
  2. Practice your spelling.
  3. Watch English TV shows or listen to podcasts.
  4. Read!
  5. Learn to write in your own words.
  6. Download a language app.
  7. Use past papers.
  8. Get familiar with the exam format.
Jul 19, 2022

How to pass the English language proficiency test? ›

8 Steps to Ace Your English Language Test
  1. Work out the practical details. ...
  2. Practice does make perfect. ...
  3. Purchase a test-specific textbook or prep guide. ...
  4. Scribble down a new word every day. ...
  5. Challenge your ears by listening to podcasts. ...
  6. Watch TV shows or films (without subtitles).

Why do ELLs struggle with writing? ›

Vocabulary ESL students often have a limited vocabulary. A limited vocabulary limits the opportunity to write a good paper. A lot of ESL students have to avoid using certain words in their papers because they either don't know how to use the words in a correct format or they have a hard time creating a sentence.

Why is writing hard for ELL students? ›

One of the challenges for ELL students when they approach writing is their anxiety about writing their ideas correctly and writing a lot of information in English. This may feel overwhelming when a student is assigned an essay.

How to determine if an ELL student has a learning disability? ›

  1. The child has a history of oral language delay or disability in the native language.
  2. The child has had difficulty developing literacy skills in the native language (assuming adequate instruction in the native language).

What students are classified as ELL? ›

If the student speaks little or no English, the student is assessed with the Language Assessment Battery-Revised (LAB-R), the state's screener test. Those who score below the proficient level are classified as ELL students.

How do teachers determine if a child is gifted? ›

Using a standard IQ test with a score of 100 as the "norm," those children who earn 130 or above are considered gifted; 145 is profoundly gifted. In other instances, assessment may be based on a combination of intelligence test scores, creativity, and ability to focus on a task.

What is the first step in identifying an ESL student? ›

Typically, one of the first steps in the identification process for ELL students is the Home Language Survey (HLS), a series of questions about language spoken at home.

What is the federal definition of an English learner? ›

(20) English learner The term “English learner”, when used with respect to an individual, means an individual— (A) who is aged 3 through 21; (B) who is enrolled or preparing to enroll in an elementary school or secondary school; (C) (i) who was not born in the United States or whose native language is a language other ...

What are the three levels of ESL students? ›

ESL Levels
  • Beginner. Students are introduced to basic English vocabulary and sentence structure, allowing them to engage in simple conversations about daily actions and apply them to their own lives. ...
  • Intermediate. ...
  • Advanced.

How do you assess English level in ESL? ›

What should I look for when assessing my student's English level?
  1. Fluency: How easily does the student speak and participate? ...
  2. Accuracy: How precise is the student's English? ...
  3. Pronunciation: How well does your student pronounce English words and sounds? ...
  4. Comprehension: How well does the student understand you?

Is there a new term for ELL students? ›

Emergent bilinguals, who are often referred to as English Language Learners (ELLs) or English Learners (ELs), are students who are continuing to develop their home language while also learning an additional language.

How to get English learner authorization in CA? ›

Out-of-State Prepared Individuals with English Learner (EL) Authorization
  1. Possess a valid California prerequisite credential.
  2. Satisfy the second-language requirement.
  3. Submit a copy of the out-of-state credential verifying a full EL authorization [1].
  4. Submit a completed application (form 41-4Open PDF in current window.).

What are the California state requirements for teaching ESL? ›

Learning how to become an ESL teacher in California involves completing a bachelor's degree or higher through a Commission on Teacher Credentialing (CTC)-approved educator preparation program in either elementary education or in a single-subject at the secondary level.

What is an English learner vs standard English learner? ›

Standard English Learners (SELs) are those (EO, IFEP) students for whom Standard English is not native and whose home language differs in structure and form from Standard and academic English.

What is limited English proficient or English learner? ›

Individuals who do not speak English as their primary language and who have a limited ability to read, speak, write, or understand English can be limited English proficient, or "LEP." These individuals may be entitled language assistance with respect to a particular type or service, benefit, or encounter.

What is an EL student? ›

English learner (EL) students constitute nine percent of all public school students and are enrolled in nearly three out of every four public schools.

Do ELLs have disabilities? ›

English language learners (ELLs) with disabilities represent an increasingly larger segment of the K-12 student population in the U.S. Because of the interaction of their disability and second-language learning processes these students may have unique learning needs that affect teaching and also affect the way students ...

What is the ELL access test? ›

ACCESS for ELLs 2.0 is a secure large-scale English language proficiency assessment administered to Kindergarten through 12th-grade students who have been identified as English language learners (ELLs). It is given annually in WIDA Consortium member states to monitor students' progress in acquiring academic English.


1. An Introduction to the CDE CA Practitioners Guide for Educating English Learners with Disabilities
(Imperial County Office of Education)
2. Teacher Education Pathways: English Language Learners
3. The benefits of a bilingual brain - Mia Nacamulli
4. Inside California Education: A Return to School – Learning the Hmong Language
5. How language shapes the way we think | Lera Boroditsky
6. How to learn any language in six months | Chris Lonsdale | TEDxLingnanUniversity
(TEDx Talks)


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