English Language Proficiency Standards and Strategies

Study Notes

The development of English language proficiency (ELP) is closely tied to academic English and can be influenced by various factors, including the individual’s ability to learn, learning strategies, and language training.
Some strategies for improving ELP in ESL students include cognitive, social, and metacognitive approaches.

Students with bilingual backgrounds face unique challenges in ELP programs. Full inclusion can be beneficial for these students, allowing them to borrow words and phrases that facilitate their English learning.
The use of standard language in assessment systems is important for ensuring the progression of ELP learners.
The ability to comprehend a new language depends on factors like the learner’s innate understanding of languages, learning strategies employed, and language training received.

Scaffolding provides a framework for integrating ELL instruction into content-area instruction, offering a supportive environment for ELP development.
Students who lack literacy skills due to limited access to education often struggle to communicate effectively and demonstrate competency across different disciplines.

Schools that effectively serve ESL learners share values and beliefs about teaching and learning that focus on acknowledging and utilizing students’ multilingualism and cultural backgrounds.
Including native languages in English curriculums can help ensure the progression of ELP learners and minimize dropout rates.
Embracing and valuing cultural diversity is essential for fostering an inclusive environment that allows ELP learners to succeed.
In the 21st century, individuals with multilingual abilities have a significant advantage in the global economy, emphasizing the importance of supporting and celebrating diverse languages in education.

The study employed a mixed-methods approach, combining qualitative and quantitative data collection techniques.
Interviews and surveys were conducted with faculty members and students in an Intensive English Program (IEP) at a Midwestern American university.
Semi-structured interviews with IEP faculty provided in-depth data on English language curriculum, while a survey of 32 ESL students captured their perspectives.

Participants included one ESL administrator, two ESL teachers, and 32 ESL students from diverse backgrounds in terms of age, race, ethnicity, and gender.
While participants were restricted to non-native English speakers, no formal restrictions were imposed based on nationality.

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