STAGES OF ENGLISH LANGUAGE DEVELOPMENT

level 1

PRE-PRODUCTION

Commonly referenced as "the silent period".  This is a time when a new language learner is immersed in a world in which they hear and see words they do not understand.  These learners have an understanding how to use language to communicate wants, needs, ideas, information, and concepts in their home language.  They simply do not have the English words, phrases, and structures in their linguistic repertoire, or language "wardrobe".


Individuals at this stage may be recent arrivals (newcomers) from a country in which English is not spoken, or they may have been living in the United States in a community in which English is not the dominant language. 


A summary of common linguistic attributes that are commonly ACQUIRED by the end of this stage of English language development are listed below.  Individuals rarely develop their ability to listen, speak, read, and write in English at the same rate.  Factors such as age, personality, literacy in one's home language, and more are some of the factors that influence the rate and degree to which a new language develops

TESOL ELD Level 1: Pre-production

Details: Level 1 - Pre-Production

General Overview

Students in the Pre-production stage, often called the "silent period," are new to English. They are primarily focused on absorbing the new language environment. They listen more than they speak, and their verbal output is minimal, often limited to nodding, pointing, or using single words. Comprehension is limited and heavily reliant on context, visuals, and gestures. This stage can last from a few weeks to several months.

Scenario

Student: Mateo, Grade 6

Background: Mateo recently arrived in the U.S. from Chile after his parent's job was transferred. He had no prior formal English instruction and was a good student in his previous school, enjoying math and art. The move was quick, and while his parents are supportive, they are also navigating their own adjustments to a new country and work environment.

Classroom Experience: Mateo sits in his math class, the numbers on the board are familiar, but the teacher's words are a fast-flowing river he can't quite grasp. He watches the teacher intently, trying to connect her gestures and tone to the problems being explained. When a classmate asks a question, Mateo listens, hoping to pick up a familiar word or clue. He understands "number," "plus," and "equals" from the symbols, but the instructions for the group activity are confusing. Inside, he's thinking, "I know how to do this type of math, I think. But what did she say we need to do with our group? Everyone is talking so fast. I wish I could just show her I understand the math part. It’s lonely not being able to talk to anyone." He feels a mix of anxiety about not understanding and a strong desire to participate. He's observant, noticing how other students interact, but hesitant to make a mistake or draw attention to himself. When the teacher walks by and offers a smile, he offers a small, tentative one in return, clutching his pencil tightly. He might point to a worked example in his notebook if the teacher prompts him non-verbally.

Social-Emotional Elements: Mateo might feel overwhelmed, isolated, and tired from the constant mental effort of trying to decode the language. He misses his friends and the familiarity of his old school. He might be shy and reluctant to speak, fearing mistakes. Positive, non-verbal interactions and a supportive classroom environment are crucial for his well-being and willingness to take risks with the language.

What Students Can Do

  • Listening (Input/Processing): This is a longer list item intended to demonstrate how the text should wrap. The subsequent lines should align with "This is" and not with the bullet point itself, maintaining the overall indentation of the list.
    • Can understand common gestures, facial expressions, and some simple, explicitly taught words or phrases with strong visual support (e.g., "hello," "look," "point"). This is a longer point that should wrap and demonstrate the hanging indent if it goes to two lines.
    • Relies heavily on context, tone of voice, and visual aids (pictures, objects, demonstrations) to get the gist of messages.
    • May recognize their name and a few highly frequent classroom commands (e.g., "sit down," "listen").
    • Processing is slow and requires significant mental effort.
  • Speaking (Output): Another list item that we can make a bit longer just to verify that the hanging indent for the text wrapping is functioning as desired by the user.
    • Words/Phrases: May not speak at all, or may use single words (e.g., "yes," "no," "teacher," "book"). Another example of a list item that might be long enough to wrap to check the indent.
    • Language Forms: Primarily uses gestures, pointing, nodding, or drawing to communicate.
    • Sentence Types: Not yet forming sentences.
    • Discourse: Does not participate in extended discourse; communication is responsive and minimal.
  • Reading (Input/Processing):
    • May recognize a few high-frequency, personally relevant sight words if explicitly taught with visuals (e.g., their name, "exit").
    • Can "read" pictures and illustrations to gain meaning.
    • Cannot yet decode text or understand written instructions without extensive support. This item is designed to be longer to see if it wraps correctly.
    • Processing relies on matching visuals to spoken words they might recognize.
  • Writing (Output):
    • Words/Phrases: May be able to copy their name or a few familiar words.
    • Language Forms: Can draw pictures to express ideas or respond to prompts.
    • Sentence Types: Not yet writing sentences.
    • Discourse: Not yet producing written discourse.

Instructional Strategies

  • Listening: Use visuals, realia, gestures, and slow, clear speech. Break down instructions into small, manageable steps. This line is made longer to test the wrapping and ensure the hanging indent works as expected for list items. Use Total Physical Response (TPR). Provide a language-rich environment with labels.
  • Speaking: Create a low-anxiety environment. Don't force speech. Accept non-verbal responses. Model simple language. Use songs, chants, and repetitive phrases. Provide opportunities for choral responses.
  • Reading: Use picture books with minimal text. Label classroom objects. Create print-rich environments. Read aloud frequently, pointing to words and pictures. Use interactive charts with pictures and simple words.
  • Writing: Encourage drawing and labeling. Allow students to copy words and simple sentences. Use shared writing activities where the teacher scribes student ideas (often expressed non-verbally or with single words).

Students at WIDA's "Entering" level typically:

  • Listening/Reading (Interpretive): Process and understand information from oral or written English only with extensive support (visuals, gestures, primary language). This is another long list item to check that the hanging indent applies correctly to nested lists as well. Can identify explicitly stated information within short, simple texts or conversations about familiar topics. Vocabulary is very limited.
  • Speaking/Writing (Expressive): Communicate information using single words, phrases, or chunks of language, often with primary language influence. Rely heavily on visuals or primary language to convey meaning. Grammatical structures are minimal and often incorrect.

WIDA 2020 Resources

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Language Expectations, Functions, and Features Performance Level Descriptors
Gr K (p. 44) Gr K (p. 57)
Gr 1 (p. 64) Gr 1 (p. 79)
Gr 2-3 (p. 86) Gr 2-3 (p. 101)
Gr 4-5 (p. 108) Gr 4-5 (p. 135)
Gr 6-8 (p. 142) Gr 6-8 (p. 171)
Gr 9-12 (p. 180) Gr 9-12 (p. 209)

Students at ELPA21 Level 1 demonstrate English language proficiency by beginning to:

  • Participate in basic communicative exchanges on familiar topics with significant visual and linguistic support.
  • Recognize and use a small number of high-frequency words and phrases.
  • Comprehend simple, direct messages and identify key information in highly contextualized situations.
  • Express basic needs and ideas using gestures, single words, or short, practiced phrases.
  • Show emerging awareness of print and its connection to meaning, often through pictures.

ELPA21 emphasizes language use in content areas; at this level, participation in grade-level academic tasks requires maximum scaffolding and reliance on non-linguistic cues.

Second Level Information

Linguistic Features

Vocabulary development is focused on concrete nouns, essential verbs, and survival language (e.g., "bathroom," "help," "yes," "no"). Grammatical structures are not yet developed in English. Pronunciation may be heavily influenced by the native language.

Common Challenges

Students may experience a "silent period" due to anxiety and the cognitive load of processing a new language. They may struggle to understand classroom instructions, participate in activities, or interact socially with peers. Frustration and withdrawal are possible. They can be easily overwhelmed by too much auditory input.

Nuanced Instructional Adaptations

  • Content Differentiation: This is a longer list item, and if it wraps to multiple lines, the subsequent lines should align with "This is" and not with the bullet point itself.
    • Focus on key vocabulary and concepts using visuals, realia, and demonstrations. Let's make this one a bit longer to ensure that the hanging indent is working perfectly for all nested list items as well.
    • Provide materials in the student's native language when possible, or bilingual glossaries for essential terms.
    • Adapt tasks to allow for non-verbal responses (e.g., pointing, drawing, matching, sorting).
  • Assessment Differentiation:
    • Use observational checklists for language and participation.
    • Allow students to demonstrate understanding through actions, drawing, or pointing to correct answers.
    • Assess comprehension of key vocabulary rather than grammatical accuracy.
    • Avoid timed tests or assessments requiring significant English output.
  • Buddy System: Pair with a supportive, bilingual peer if available, or a patient English-speaking peer trained to assist.
  • Sensory Supports: Use manipulatives, graphic organizers with minimal text, and interactive whiteboards.
  • Technology: Utilize translation apps for immediate needs (used judiciously), and picture-based learning apps.