Early English Language Development (EELD) Standards Framework
description
Transcript of Early English Language Development (EELD) Standards Framework
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Early English Language Development (EELD)
Standards Framework
Massachusetts
Board of Education
May 23, 2013
WIDA Consortium
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Agenda
Purpose
Theory
Role of Early Learning Standards
Development Process
EELD Standards Framework
The Connection
WIDA Consortium
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Purpose
Provide a developmentally sound framework for assessing and instructing dual language learners, 2.5-5.5 years that aligns with WIDA K-12 Standards and corresponds to states’ Early Learning Standards.
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EDLD Standards Framework Components
Language Standards
Language Domains
Age Clusters
Language Levels
Features of Developmentally Appropriate Academic Language
Performance Definitions
Model Performance Indicators (MPIs)
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1. Grounded in Developmental Theory
Sensitive to the parameters of cognitive and linguistic development in 2.5-5.5 year-olds
WIDA Consortium
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2. Guided by Socio-Cultural Theory
Cognitive and language development are socially constructed (Berk & Winsler, 1995)
Children’s cognitive and linguistic development can be “led” through appropriately scaffolded instruction (Berk & Winsler, 1995; Bedrova & Leong, 2007; Copple & Bredekamp, 2009)
WIDA Consortium
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3. Centered around PLAY!
Both socio-cultural theory and developmentally appropriate practice stress that young children learn academic language best through PLAY-BASED learning activities within natural early childhood environments
WIDA Consortium
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4. Informed by Psycholinguistics of Early Second Language Acquisition
Great variability as to how and when young children begin learning more than one language
Timing of exposure, quantity and quality of input and opportunities to use both languages may significantly affect rate and pattern of development in both languages (Bedore, Cooperson, & Boerger, 2012; Castro, Ayankoya, & Kasprzak, 2011; DeHouwer, 2009; Genesee, 2010)
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5. Incorporates and expands on stages of Early Second Language Acquisition Paradigm (McLaughlin, Blanchard, & Osanai, 1995; Tabors, 2008)
• Home Language
• Non-Verbal/Observational
• Telegraphic/Formulaic
• Productive
WIDA Consortium
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6. Incorporates and Expands on theRole of Home Language
Importance of Home Language use and influence expanded across all levels of English language acquisition
WIDA Consortium
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Home Language Stage incorporated at beginning of language acquisition process
WIDA Consortium
Incorporates and Expands on theRole of Home Language
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7. Incorporates/Expands on Early Second Language Acquisition Model
Non-verbal/ Observational and Telegraphic/Formulaic Stages
• Incorporated/expanded across two
EELD language levels (Entering and Developing)
Productive Language Stage expanded• Specifies language criteria across three distinct yet
overlapping language development levels for both Receptive and Expressive language
WIDA Consortium
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Tenants of developmental, socio-
cultural and psycholinguistic theory
are operationalized within all components
of the EDLD Standards
Framework
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EELD Standards
•Correspond with National Education Goals Panel list (BUILD, 2012)
• Correspond with states’ Early Learning Standards and Head Start Early Learning and Child Outcomes
•Are used in conjunction with state Early Learning Standards and/or Head Start Early Learning and Child Outcomes for instruction and assessment of dual language learners
Provide “the language of…”
WIDA Consortium
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EELD Standards Framework
• Adopts all components of WIDA’s K-12 Standards
• Adapts and reconfigures those components to incorporate unique characteristics of children, ages 2.5-5.5 years
WIDA Consortium
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EELD Standards Framework Component Description
Six language standards Social-Emotional Development, Early Language & Literacy, Mathematics, Science, Social Studies, Physical Development
Two language domains Receptive and Expressive
Three age clusters- 2.5-3.5 years, 3.5-4.5 years, 4.5-5.5 years
Three language levels (for English language development)
Entering, Developing, Bridging General descriptions of receptive and expressive language at the three levels of English language development for three age clusters
Performance Definitions General descriptions of receptive and expressive language at the three levels of English language development for three age clusters
Model Performance Indicators (MPIs) Specific examples of the language dual language learners are able to process and produce within each age cluster at each level of English development within topic areas across all six standards
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Development of EELD Framework
Informed by authentic language samples and states’ ELS
Established developmental ceiling or threshold for each language level and age cluster
Used early second language acquisition research to help determine expected linguistic complexity and language usage
WIDA Consortium
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Development
Performance Definitions for each language level were reviewed for linguistic accuracy using English language proficiency tests
Performance Definitions were refined using language samples
Language Levels and Performance Definitions reviewed by over 100 Early Childhood practitioners and administrators
WIDA Consortium
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EELD Standards Framework Component Description
Six language standards Social-Emotional Development, Early Language & Literacy, Mathematics, Science, Social Studies, Physical Development
Two language domains Receptive and Expressive
Three age clusters- 2.5-3.5 years, 3.5-4.5 years, 4.5-5.5 years
Three language levels (for English language development)
Entering, Developing, Bridging General descriptions of receptive and expressive language at the three levels of English language development for three age clusters
Performance Definitions General descriptions of receptive and expressive language at the three levels of English language development for three age clusters
Model Performance Indicators (MPIs) Specific examples of the language dual language learners are able to process and produce within each age cluster at each level of English development within topic areas across all six standards