WIDA proficiency indicators
WIDA has six levels of proficiency (see Figures 1.2 and 1.3) that range from 1 as the lowest and 6 as the most advanced (Board of Regents of the University of Wisconsin System, 2012). The WIDA proficiency level descriptors separate interpretative (i.e., reading/listening) modes from expressive (i.e., writing/speaking modes) and differentiate abilities at the word, sentence, and discourse levels (i.e., paragraph or essay). In the 2020 edition, they have also included categories of language functions common in the classroom: Narrate, Inform, Explain, and Argue.
Figure 1.2 WIDA performance definitions—speaking and writing. Used with permissionfrom WIDA.
Figure 1.3 WIDA performance definitions—listening and reading.Used with permissionfrom WIDA.
The WIDA team also developed “can do” descriptors that help educators understand what ELLs can do in speaking, listening, reading, and writing in social, instructional, and academic language. These descriptors were developed for kindergarten, first grade, and grade clusters of 2–3, 4–5, 6–8, and 9–12. They can be used to guide lesson plan development that is grade-level appropriate, so educators can provide supports and activities suitably geared for ELLs.
The proficiency level descriptors combine with the modes and levels of discourse (i.e., word, sentence, and paragraph(s)), language function at the six grade-level clusters, so that informed educators can design purposeful and targeted lessons (see the WIDA 2020 edition for details and examples).
The ACTFL and WIDA scales do not necessarily align one to one. At level 1 of WIDA, an ELL might be able listen to and understand yes/no questions with support. WIDA performance definitions are used in a majority of U.S. states and increasingly in international schools throughout the world.
Council of Europe Framework proficiency scale
Council of Europe Framework (CEFR) has six levels of proficiency that are correlated to the ACTFL Proficiency Scale (Council of Europe, n.d.). The CEFR scale ranges from Basic (A level) to Independent (B level) and Proficient User (C level) of the language. At each level is a lower and upper tier indicated by 1 or 2. At the most basic level is A1 (see Table 1.3). A language learner at A1 would be able to hold basic conversations about themselves with help. The CEFR is used in Europe and many international contexts.
Table 1.3 Council of Europe Framework
| Proficient User | C2 | Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations. |
| C1 | Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices. | |
| Independent User | B2 | Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. |
| B1 | Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations for opinions and plans. | |
| Basic User | A2 | Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g., very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need. |
| A1 | Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. | |
| Used with permission from Council of Europe. | ||
Proficiency scales do not necessarily indicate how long each level will take, with the exception of the CEFR. Some levels will not be achieved by some learners. Learners may also stagnate or step down on the scale without effort to improve their language abilities.
As you read this text, you will find many references to language proficiency levels. These will be general references, unless otherwise noted.
TESOL Is Highly Interdisciplinary
The discipline of TESOL draws upon other fields to inform their perspectives. For example, research from psychology provides important contributions on how children and adults grow, think, and learn, how first languages are acquired, and how the brain stores and processes information. From anthropology, we learn about culture, cultures, and cross-cultural interaction. From linguistics, we understand more about the structures, sounds, meanings, functions, and uses of language. The intersection of psychology and linguistics enhances understanding of the neurological processing of linguistic information in the brain. The field of foreign/world language teaching contributes insights into proficiency levels, traditional and interactive language methods, and assessment practices. From communications, we draw strategies of oral communication in formal talks and presentations as well as studies in cross-cultural and intercultural communications. English composition studies provide insights into the learning and teaching of writing to native speakers, writing genres and structures, patterns of written discourse, sentence-level written grammar, and argumentation. The various fields of teacher education, such as literacy, curriculum and instruction, educational diversity studies, and instructional assessment, offer insights into the instruction and assessment of reading by native speakers, curriculum development, academic content learning, lesson planning, lesson delivery, assessment design and interpretation, educational institutions, and culturally responsive instruction.
The TESOL specialist combines knowledge from all of these areas with second language acquisition theory (how people acquire/learn additional languages as well as the personal, sociocultural, and linguistic influences on the processes). The TESOL specialist applies this information to appropriate instructional planning, delivery, and assessment for ELLs at all ages from nursery school to university.
The discipline also interacts with academic content areas (i.e., subjects of literature, math, science, and social studies/history) as well as subjects considered “special topics” in the schools (i.e., music, art, and physical education). When TESOL specialists combine academic fields, this is called content-based ESL instruction (CBI) or sheltered content instruction, while in the European context this content and language