Introduction
Language proficiency standards center on necessary communication strategies used by English learners to succeed in English speaking territories of the world. As such, it follows a distinct format of alignment. In exploring the historical and political incentives for standards-based incentives with particular reference to Arizona inevitably, a comparative analysis of the levels being utilized must be undertaken from a historical perspective.
Arizona is known to have had a peculiar historical background; criticized of being indifferent to certain groups of immigrants, which are not proficient in English. No doubt it is a major concern to have people in a society who cannot communicate effectively because of a notable language deficiency. (Demographic Profile).
Therefore, it is politically imperative as well as sound that states that harbor a large population of immigrants, which have illiteracy to English, address this pertinent issue.
How can the Arizona or TESOL English learner standards be used as a guide for differentiating instruction for various levels of ELLs?
Presently there are four English Language Learners’ levels distinct from English Language Proficiency Standards which Teachers of English for Speakers of Other Languages in Arizona can adapt in their application. These include addressing needs of beginners who do not speak any English or display very little understanding of words and concepts. They tend to benefit most from language translations, especially, if adults. This is accomplished by improvising nonverbal patterns accompanying infiltrations of their foundation language for clarity. Usually, they are unafraid to express a need for help and may take a longer time grasping basic English grammar in their usage. (Arizona Academic Standards)
Then there is the intermediate level whereby learners have limited amount of words which can be used, but at the same time articulation of grammar and sentence constructions are practiced within the confines of previous understanding of the foundation language. The language style is unsophisticated and ordinary (Arizona Academic Standards)
The third level is known as the advanced stage whereby learners can actually communicate fluently with correct grammatical sequence and profound knowledge of how to articulate the subject and predicate format of a sentence, besides proper applications of present, past, future and even perfect tenses in the language. (Arizona Academic Standards
At the transitional level the learner decides which language is most comfortable to adapt in everyday communication. In most cases the language learnt (English) may be an imposition since interaction would be mainly from this language domain. However, from studies they tend to benefit tremendously from ELL programs in the same way as the preceding three categories do. (Arizona Academic Standards)
The Arizona or TESOL English learner standards can be used as a guide for differentiating instruction at various levels of ELLs by aligning the five standards to the advocated academic levels.
Standard 1
Learners are encouraged to communicate in English language within a given setting for social and instructional purposes. (Payan, 2004). The basic academic alignment lies in the curriculum’s ability to integrate the standard within teaching practice strategies so that the advocated language becomes an acceptable means of communication within and without a classroom environment.
Standard 2
Communication of ideas, concepts, and information, which are necessary for academic success in English in the content area of language arts, must be reinforced. (Payan, 2004). The basic alignment lies in the instructor’s ability to integrate this standard within teaching practice strategies enforcing the advocated language pattern into acceptable means of communication within and without a classroom environment.
Standard 3
Learners communicate concepts, ideas, and information necessary for academic success in the content area of interpretive reading (Payan, 2004). The basic alignment lies in the instructor’s ability to integrate this standard within teaching practice strategies enforcing the advocated language pattern into acceptable means of communication through reading comprehension.
Standard 4
Again, learners communicate ideas concepts and information necessary for academic success in writing. (Payan, 2004). The basic alignment lies in the instructor’s ability to integrate this standard within teaching practice strategies enforcing the advocated writing sequences relating grammar and punctuation knowledge into acceptable means of communicative writing.
Standard 5
English Learners communicate information, concepts, and ideas necessary for academic excellence in social realities. (Payan, 2004) The basic alignment lies in the instructors’ ability to integrate this standard within teaching practice strategies enforcing the advocated social phenomena into acceptable methods of interpreting research findings in context of real life situations.
How can data from various sources relating to the learners' progress be used as a tool to drive the standards-based instruction?
It is a simple way of implementing systemic evaluation incorporated in instructional design strategies. Outcomes of one design can form the basis of developing the next level of ELL teacher- learner relations based on the standards espoused. Basically, it is building upon data received from previous ELLs experiments. Analysis, design, development, implementation, and evaluation. (ADDIE) have always been depicted educational designs as being most beneficial. (Dick, 2004).
In any discipline the only way growth can be produced is by learning from the evaluation process. Data collected is the instrument used by Teachers of English for Speakers of Other Languages to improve curriculum. (Dick, 2004).
How do the varieties of standards available to teachers provide a focus on high expectations and the motivation needed to tailor instruction to meet the needs of the learner?
The varieties of standards can only provide a focus, if implementation is effective. Therefore, teacher application and student receptivity within the process is a vital intervention in keeping everyone focused on the goal or objective of learning English. Precisely, there is a learner’s expectation as well as a teacher’s. (National standards)
All five standards are discretely associated with distinct different aspects of learning the language. As such, standards focus on specific areas, which must be addressed for success in the program. Success then becomes the high expectation of both teacher and student involved in the instruction design. (National standards)
Conclusion
In actually addressing the historical and political incentives for standards-based instruction in Arizona as it relates to Teaching of English for Speakers of other Languages; applying the English Language Learners proficiency levels, it must be noted that this intervention is most necessary now in Arizona’s historical and political development.
There has been a notable influx of Hispanics in the community. They are taking command of political opportunities. (Demographic Profile). It is imperative then, that with impending immigration policies to repair a broken immigration system; encouraging immigrants to learn English is a phenomenal political strategy. This can be achieved only within an educational structure equipped with skills to provide that service.
REFERENCES
Arizona Academic Standards. Retrieved (2011, May 19) from
http://www.ade.az.gov/standards/contentstandards.asp
Demographic Profile of Hispanics in Arizona, 2008. Retrieved (2011, May 19) from
http://pewhispanic.org/states/?stateid=A
Dick, W. (2004).Systematic Design of Instruction.Boston, MA: Allyn&Bacon.
National standards. Retrieved (2011, May 19) from
http://www2.gisd.k12.nm.us/standards/esl/index.html
Jarvinen, H. (2009). Acquisition of English: in content and language integration. New York:
Black well.
Payan, R. (2004). Illinois English Language Proficiency standards for English Language
Learners. Chicago-Illinois: WIDA Consortium.
