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Early English Language Development (EELD) Standards Framework

Early English Language Development (EELD) Standards Framework. Massachusetts Board of Education May 23, 2013. Agenda. Purpose Theory Role of Early Learning Standards Development Process EELD Standards Framework The Connection. Purpose.

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Early English Language Development (EELD) Standards Framework

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  1. Early English Language Development (EELD) Standards Framework Massachusetts Board of Education May 23, 2013 WIDA Consortium

  2. Agenda • Purpose • Theory • Role of Early Learning Standards • Development Process • EELD Standards Framework • The Connection WIDA Consortium

  3. 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.

  4. EDLD Standards Framework Components • Language Standards • Language Domains • Age Clusters • Language Levels • Features of Developmentally Appropriate Academic Language • Performance Definitions • Model Performance Indicators (MPIs)

  5. Theoretical Tenants of EELD Standards Framework WIDA Consortium

  6. 1. Grounded in Developmental Theory Sensitive to the parameters of cognitive and linguistic development in 2.5-5.5 year-olds WIDA Consortium

  7. 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

  8. 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

  9. 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)

  10. 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

  11. 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

  12. Incorporates and Expands on theRole of Home Language Home Language Stage incorporated at beginning of language acquisition process WIDA Consortium

  13. 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 andExpressivelanguage WIDA Consortium

  14. Tenants of developmental, socio-cultural and psycholinguistic theory are operationalized within all components of the EDLD Standards Framework WIDA Consortium

  15. Role of States’ ELS WIDA Consortium

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  18. The Language of… WIDA Consortium

  19. 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

  20. EELD Standards Framework From a bird’s-eye perspective… WIDA Consortium

  21. 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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  23. 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

  24. 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

  25. Putting it Together! WIDA Consortium

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