DoDEA ESL Content Standards

DoDEA will establish instructional programs that are based on sound research and have the characteristics of successful programs. The goal of the ESL program is to develop students' listening, speaking, reading and writing proficiency so that ESL student performance is equivalent to that of their comparable native English-speaking peers. Test score distributions of ESL students and native English speakers, initially quite different at the beginning of their school year, should be equivalent by the end of their school years as measured by on-grade-level tests of all school subjects administered in English (Thomas, 1997).

DoDEA ESL standards listed below describe what ESL students should know and be able to do as the result of the DoDEA ESL program. The Education Division convened teams of ESL teachers during school years 1996-1997 and 1997-1998 who used the Prism Model (Collier & Thomas, 1997) as the basis for modifying the ESL Standards for Pre-K-12 students, published by the International Association for Teachers of English to Speakers of Other Languages (TESOL) to reflect DoDEA program needs.

The Prism Model (Collier & Thomas, 1997) contains four major components that drive language acquisition in a school setting: sociocultural, linguistic, academic and cognitive processes. Three sides of the prism represent the interdependent nature of the three processes: linguistic, academic and cognitive. These three processes surround the sociocultural processes, which is placed at the center. The Prism Model requires that ESL programs develop students' English language skills, academic content knowledge and cognitive ability simultaneously in a supportive school environment. The ESL content standards that follow reflect the conceptual framework of the Prism Model. They are framed around three goals and nine standards. The three goals are basic interpersonal communication, cognitive academic language development and sociocultural development.

Goal 1: Basic Interpersonal Communication

Students will demonstrate English proficiency through basic interpersonal communication.

Standards

1. Use English to communicate in social interactions.

1. The student shares and requests information
2. The student expresses needs, feelings and ideas
3. The student uses nonverbal communication in social interactions
4. The student makes his/her need known
5. The student engages in conversations and social exchanges

2. Interact in English by speaking, listening, reading and writing for personal expression and enjoyment.

1. The student describes, reads about and/or participates in a favorite activity
2. The student shares social and cultural traditions and values
3. The student expresses personal needs, feelings and ideas
4. The student participates in popular culture

3. Use learning strategies to extend their communicative competence.

1. The student tests hypotheses about language
2. The student listens to and imitates the way others use English
3. The student explores alternate ways of communicating
4. The student seeks supports and feedback from others
5. The student self-monitors and self-evaluates language development
6. The student uses the first language to ask for clarification
7. The student uses context to construct meaning

Goal 2: Cognitive Academic Language Development

Students will demonstrate English proficiency through cognitive academic language development in all school subjects to include language arts, mathematics, the sciences and social studies.

Standards

1. Use English to interact in the classroom.

1. The student participates in full class, group and paired discussion
2. The student follows oral and written directions
3. The student requests information, assistance and clarification
4. The student answers questions and explains or provides information
5. The student elaborates and extends own ideas and that of others

2. Use English to obtain, process, construct and provide subject matter information in spoken and written form.

1. The student listens to, speaks, reads and writes about subject matter information
2. The student hypothesizes and predicts
3. The student demonstrates knowledge through application in a variety of contexts

3. Use appropriate learning strategies to construct and apply academic knowledge.

1. The student applies reading comprehension skills
2. The student uses context to construct meaning
3. The student takes notes to record important information and aids own learning
4. The student knows how and when to use cognitive and metacognitive strategies

Goal 3: Sociocultural Knowledge

Students will demonstrate English proficiency in socially and culturally appropriate ways.

Standards

1. Use appropriate verbal and nonverbal communication according to audience, purpose and setting.

1. The student uses the appropriate degree of formality based on audience and setting
2. The student uses a variety of writing styles appropriate for different audiences, purposes and settings
3. The student uses slang, idioms and humor appropriately
4. The student uses native language when needed

2. Use appropriate learning strategies to extend sociolinguistic and sociocultural competence.

1. The student observes and models others' speech and behavior
2. The student self-monitors and self-evaluates language use

3. Participate in a variety of activities to develop an awareness of United States culture.

1. The student demonstrates knowledge of U.S. cultural heritage
2. The student demonstrates awareness of U.S. holidays, celebrations and community life

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Last modified: June 16, 1999

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