Portable Assisted Study Sequence (PASS) Program

English Language Development is both a process and a course of instruction that is designed to build proficiency in English to a level that will allow students to realize their personal, social, and long term academic and career goals. The theoretical basis of English Language Development is grounded in research that demonstrates that the acquisition that the acquisition of a second language is a developmental process in which students move through distinct stages of proficiency much like stages children go through when learning a first language. There are usually five stages identified in the process English Language Acquisition. These stages are based on the work of Krashen and Terrel (1996), and have been shaped by practice over time.

The five stages are:

Pre-production

This is the "silent period" of language acquisition. Students at his level are taking in new language and trying to make sense of it in order to meet basic needs. Often students at this level can comprehend much more than they can produce. Students' responses may be limited with gestures and actions. Lessons are centered on listening comprehension and building receptive vocabulary.

Early production

Students at this level begin to respond with brief answers. Errors in grammar and pronunciation are frequent. It is important that students be able to take risks and experiment with the new language in a low anxiety setting. The lessons at this stage expand receptive vocabulary and classroom activities encourage students to produce vocabulary they already understand.

Speech Emergence

Students at this stage are able to use language to communicate more freely and are beginning to use English for academic purposes. Lessons continue to expand the students vocabulary and class activities are designed to encourage higher, more complex levels of language use.

Intermediate fluency

Students at this stage conduct conversations in English that are approaching native fluency. However, they are still developing cognitive academic competence, especially in the areas of reading and writing. At this stage, students engage in conversation and produce connected narrative. As they continue to expand vocabulary, class activities are structured to develop higher levels of language use in the content areas, while reading and writing are incorporated into the class lessons.

Advanced fluency

Students at this level demonstrate native-like fluency but may be experiencing difficulties in acquiring high levels of literacy. These students have typically completed the sequence of ELD instruction buy have not met the criteria for redesignation. These students are usually enrolled in a mainstream English Language Arts class with modifications to address their developing English literacy needs.

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	Stages of Language
		English Language Development is both a process and a course of instruction that is designed to build proficiency in English to a level that will allow students to realize their personal, social, and long term academic and career goals. The theoretical basis of English Language Development is grounded in research that demonstrates that the acquisition that the acquisition of a second language is a developmental process in which students move through distinct stages of proficiency much like stages children go through when learning a first language. There are usually five stages identified in the process English Language Acquisition. These stages are based on the work of Krashen and Terrel (1996), and have been shaped by practice over time. The five stages are: Pre-production This is the "silent period" of language acquisition. Students at his level are taking in new language and trying to make sense of it in order to meet basic needs. Often students at this level can comprehend much more than they can produce. Students' responses may be limited with gestures and actions. Lessons are centered on listening comprehension and building receptive vocabulary. Early production Students at this level begin to respond with brief answers. Errors in grammar and pronunciation are frequent. It is important that students be able to take risks and experiment with the new language in a low anxiety setting. The lessons at this stage expand receptive vocabulary and classroom activities encourage students to produce vocabulary they already understand. Speech Emergence Students at this stage are able to use language to communicate more freely and are beginning to use English for academic purposes. Lessons continue to expand the students vocabulary and class activities are designed to encourage higher, more complex levels of language use. Intermediate fluency Students at this stage conduct conversations in English that are approaching native fluency. However, they are still developing cognitive academic competence, especially in the areas of reading and writing. At this stage, students engage in conversation and produce connected narrative. As they continue to expand vocabulary, class activities are structured to develop higher levels of language use in the content areas, while reading and writing are incorporated into the class lessons. Advanced fluency Students at this level demonstrate native-like fluency but may be experiencing difficulties in acquiring high levels of literacy. These students have typically completed the sequence of ELD instruction buy have not met the criteria for redesignation. These students are usually enrolled in a mainstream English Language Arts class with modifications to address their developing English literacy needs.

Stages of Language

Pre-production

Early production

Speech Emergence

Intermediate fluency

Advanced fluency