Introduction
Learning English is relatively easy for native speakers of this language. On the other hand, non-native speakers of the English language are often faced with the daunting task of having to master the various phrases, idioms and sentence structure of the English language. In addition, they have to contend with many rules regarding grammar and spellings including various vocabularies and sets of phrases. The rules are usually presented in a manual referred to as standard language art of reading and writing applicable to new English Language Learners (ELLs). It is important therefore to examine the formats of alignments of ELLs proficiency on the art of reading and writing the language. ELLs also suggests some ways of differentiating instructions for the various grades of English Language Learners as provided by the Arizona Teachers of English to Speakers of Other Languages (TESOL) English learner standard. The usefulness of data from various sources relating to the learners’ progress forms the core of this illustrative essay. It attempts to explain how such data can be used to improve the standard based instruction or manual.
Formats of alignments of English Language
Formats of alignments of English language refer to the extent to which the content used in existing standard guides yields to the competence and proficiency of the students. The objective of alignments is to ensure that the guidelines provide both quality and quantity knowledge to the students thereby resulting to proficiency upon course completion. In the case of English Language Learners formats alignment refers to adjusting of the format content to match the learners’ expectations in while considering the benchmarks regarding course presentations to the students at every level of study. ELL proficiency and standards recommends and validates content suitable for presentation at the beginning level, early intermediate, intermediate, early advanced, and advanced level. Consequently, the regulators are responsible for the proper word articulation by learners’ in the initial beginning to eloquence up on qualification. The framework used should also be able to equip the students with good writing skills; grammar and punctuations (Correlation Guides, 2007, p. 8)
The use of the Arizona TESOL English learner to differentiating instructions for various levels of ELLs
The Arizona Teachers of English to Speakers of other Languages English learner model is differentiated from ELLs instruction guides by the Arizonian system which provides realigned guides to teachers in Arizona. Due to the difference in the level of entry to school of languages in colleges at Arizona, TESOL uses adjusted standard ELL through a variety of methods such as Bilingual proficiency and use of English as the second Language ESL. Fluency Definitions and standards (2007) TESOL also uses the basic government recommendations in adjusting the content system for high school grade and learners in the advanced classes. TESOL uses creative skills to improve the course content presentation such as the systematic development of knowledge obtained in previous level so that learners can know English faster and proficiently (Gottlieb, 2004, p.10).
Driving the standard based instruction
Data from various sources particularly the monitoring data on learners’ progress is used to promote a standard based institution through constant alignments and realignments of the language content. The course alignment is normally accompanied by appropriate measures aimed at making the language across the entire discourse more understandable to learners at all levels. Consequently, the drive towards a universally accepted standard based institution is motivated by the common challenges faced by students and teachers from all institutions (Arizona English Language Proficiency Standards, 2007, p.4)
Optimizing available standards to meet ELL
Despite the limitations posed by existing standards to meet ELL need, the systems’ framework together with qualified professionals continues to show their commitments to present coherently simple courses at all levels. The need to meet specific needs of learners and motivate them to develop more interest in the study of the language is actualized by local content adjustment to carter for the curiosity and age of the learners depending on their grades and the general guidelines provided by the ELL. The standard tries as much as it possibly can to ensure that learners are able to eloquently speak and fully understand the words in the language before they are certified. Besides, ELL alignment yields more illustrative course content for easier facilitation of new users’ learning (Mikow-Porto, et al 2004), p. 29).
Conclusion
Despite its age, English language continues to evolve along with the already established patterns that guide its use. The process of alignment is necessary in determining the level of compromise that English language can make to accommodate words from other languages and amount of justification s that can be made on its standard manual. All adjustments are made with the objective of producing a framework that is most suitable for its learners. The process even those adopted by TESOLs should ensure that the language it self is always preserved for the purpose of the study.
Reference
Arizona English Language Proficiency Standards (2007). Preface to the Arizona English Language Proficiency (ELP) Standards. Arizona: office of English language Acquisition services. pp. 3-6. Web.
Correlation Guides (2007). Correlation Guide For ELL Proficiency Standards in Listening and Speaking to K-12 Arizona Academic Standards. Arizona: office of English language Acquisition services. pp. 1-57. Web.
Definitions and standards (2007). Web.
Gottlieb, M. (2004). Illinois English Language Proficiency Standards for English Language Learners K-12: framework for large scale state and classroom assessment. Overview document. Chicago: State University of Wisconsin Press.
Mikow-Porto, V. et al (2004). English Language Learners in the southeast: Research, Policy and Practice. New York: SERVE.