English Language Development


The ELD standards define the levels of proficiency required for an English learner to move through the levels of English-language development. The standards are designed to move all students, regardless of their instructional program, into the main-stream English–language arts curriculum. The levels of proficiency in a second language have been well documented through research, and the ELD standards were designed around those levels to provide teachers in all types of programs with clear benchmarks of progress. The ELD standards provide different academic pathways, which reflect critical developmental differences, for students who enter school at various grade levels.

The ELD standards are written as path-ways to, or benchmarks of, the English– language arts standards. At the early proficiency levels, one ELD standard may be a pathway to attain several English–language arts standards. At the more advanced levels, the skills in the ELD standards begin to resemble those in the English–language arts standards and represent the standards at which an English learner has attained academic proficiency in English. The ELD standards integrate listening, speaking, reading, and writing and create a distinct pathway to reading in English rather than delaying the introduction of English reading.
All English learners, regardless of grade level or primary-language literacy level, must receive reading instruction in English.  All English learners, regardless of grade level or primary-language literacy level, must receive reading instruction in English.

California Department of Education: English-Language Development Standards for California Public Schools, 2009