English Language Proficiency Standards

(a) Introduction.

(1) The English Language Proficiency Standards in this section outline English Language Proficiency level descriptors and student expectations for English Language Learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English Language Proficiency Standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum.


(2). In order for ELLs to be successful, they must acquire both social and academic language proficiency in English. Social language proficiency in English consists of the English needed for daily social interactions. Academic Language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings.


(3) Classroom instruction that effectively integrates second language acquisition with quality content area instruction ensures that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills in the TEKS, and reach their full academic potential.


(4) Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their current level of English development while gradually increasing the linguistic complexity of the English they read and hear, and are expected to speak and write.


(5) The cross-curricular second language acquisition skills in subsection (c) of this section apply to ELLs in Kindergarten-Grade 12.


(6) The English Language Proficiency Levels of beginning, intermediate, advanced, and advanced high are not grade-specific. ELLs may exhibit different proficiency levels with the language domains of listening, speaking, reading, and writing. The proficiency level of descriptors outlined in subsection (d) of this section show the progression of second language acquisition from one proficiency level to the next and serve as a road map to help content areas teachers instruct ELLs commensurate with students' linguistic needs.