While slight variations in the critical principle statements may exist depending on the grade level
or span (e.g., the use of the word composing in kindergarten in addition to writing), these principles
distill the knowledge, abilities, and skills that all ELs should develop in school.
English Language Proficiency Levels
The CA ELD Standards depict English language development as a continuum of increasing
proficiency in language learning and use. The standards begin with the idea that all EL children
and youth come to school with primary language resources and then progress through relatively
predictable stages of language development as a result of their schooling and other experiences.
After they have reached proficiency in English, former ELs continue to engage in lifelong language
learning, as do all language users (including native speakers
of English), and require instruction that attends to their
language learning needs. The three English language
proficiency levels—Emerging, Expanding, and Bridging—
represent three general stages of English language
development and describe the knowledge about English and
the skills and abilities that students develop as they gain
increasing proficiency in English. The standards’ statements
describe outcome expectations for how well students can
understand and use the English language at each English
language proficiency level as they continue to build on
existing language skills and knowledge.
The CA ELD Standards emphasize that ELs at all
proficiency levels are capable of high-level thinking and
can engage in complex, cognitively demanding social and
academic activities requiring English, as long as they are provided appropriate language support. The
highest English language proficiency level—Bridging—represents a student’s readiness to be successful
with the demands of the CA CCSS for ELA/Literacy with minimal support. However, the extent of
support students need varies depending on the familiarity and complexity of the task and topic. Three
general levels of support are identified in some of the grade-level/grade-span standards: substantial,
moderate, and light. These general levels of support signal the extent of scaffolding most likely
needed for students at each proficiency level. They are not intended to explain how to provide support
or differentiate instruction for ELs at each level. Figure 1.11 depicts the ELD continuum and the way
that scaffolding is represented in the CA ELD Standards. (A discussion of scaffolding is provided in
chapter 2 of this ELA/ELD Framework. A discussion of proficiency level descriptors is provided in
chapter 2 of the California English Language Development Standards: Kindergarten Through Grade 12
[2014].)The CA ELD Standards
emphasize that ELs at all
proficiency levels are capable
of high-level thinking and
can engage in complex,
cognitively demanding social
and academic activities
requiring English, as long as
they are provided appropriate
language support.36 | Chapter 1 Overview of Standards