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CELP/WIDA Basics

CELP / WIDA Basics

The purpose of the CELP/WIDA Basics section:

This section provides resources to educators that introduce the central components of the Colorado English Language Proficiency (CELP/WIDA) standards. These resources will provide educators with introductory documents to understand the 5 CELP Standards, the Features of Academic Language, and the basic progression of language development.

WIDA Resources:

RESOURCE NAME: WIDA ELD Standards (Colorado English Language Proficiency [CELP] Standards)

           Table 1 - 1: WIDA ELD Standards Statements 

   WIDA ELD Standards Statements

English Language Development Standard 1: English language learners communicate for Social and Instructional purposes within the school setting.
English Language Development Standard 2: English language learners communication information, ideas, and concepts necessary for academic success in the area of Language Arts
English Language Development Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the area of Mathematics
English Language Development Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Science
English Language Development Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies 

 

Suggestion for use: In 2009, Colorado adopted the WIDA ELD Standards as the Colorado English Language Proficiency (CELP) Standards. These 5 standards, found on Introduction page i of the 2007 Editions, page 4, of the 2012 Amplification, and Introduction page 9 of the 2020 Edition of WIDA’s English Language Development Standards, represent the social, instructional, and academic language that students need to engage with peers, educators, and the curriculum in schools. Although WIDA continues to develop additional resources, the 5 CELP standards remain the same
 
Citation: Board of Regents of the University of Wisconsin System. (2007). WIDA English Language Proficiency Standards PreKindergarten through Grade 5, 2007 Edition (Publication). (2007) WIDA English Language Proficiency Standards Grade 6 through Grade 12, 2007 Edition (Publication). (2012) WIDA's 2012 Amplification of the English Language Development Standards, Kindergarten - Grade 12 (Publication). (2020) WIDA English Language Development Standards Framework, 2020 Edition Kindergarten – Grade 12 (Publication). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.

RESOURCE NAME: The Features of Academic Language

                                                    The Features of Academic Language operate within sociocultural contexts for language use.

Dimension Performance Criteria Features                                       
  Discourse  Linguistic Complexity (Quantity and   variety of oral and written text in   communication)
  • Amount of speech/written text
  • Structure of speech/written text
  • Density of speech/written text
  • Coherence and cohesion of ideas
  • Variety of sentence types to form organized text
  Sentence  Language Forms and   Conventions (Types, array, and use   of language structures in   communication)
  • Types and variety of grammatical constructions
  • Mechanics of sentence types
  • Fluency of expression
  • Match language forms to purposes/perspectives
  • Formulaic and idiomatic expressions
       Word/Phrase   Vocabulary Usage (Specificity of   word or phrase choice in   communication) 
  • General, specific, and technical language
  • Multiple meanings of words and phrases
  • Nuances and shades of meaning
  • Collocations and idioms


The sociocultural contexts for language use involve the interaction between the student and the language environment, encompassing the...

  • Register
  • Genre/Text type
  • Topic
  • Task/Situation
  • Participants' identities and social roles
Suggestion for use: The Features of Academic Language, found on page 5 of WIDA’s 2012 Amplification of the English Language Development Standards, Kindergarten – Grade 12, delineate academic language features across 3 dimensions of language: 
  • Discourse
  • Sentence
  • Word/Phrase

These features operate within sociocultural contexts for language use. Educators may use the features of academic language to analyze students’ oral and written language as well as to analyze texts students will hear or read.

Citation: Board of Regents of the University of Wisconsin System. (2012). WIDA's 2012 Amplification of the English Language Development Standards Kindergarten – Grade 12. (Publication). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.


RESOURCE NAME: Dimensions of Language within a Sociocultural Context

 
 
Suggestion for use: The Dimensions of Language within a Sociocultural Context are further conceptualized in this visual representation, found on page 32 of the WIDA English Language Development Standards Framework, 2020 Edition Kindergarten – Grade 12.  This visual illustrates how the dimensions of language operate within a sociocultural context.  Furthermore, this visual representation demonstrates how the discourse dimension conveys the overall meaning of an entire text or conversation but is supported by the sentence and word/phrase dimensions.  The sentence dimension forms the organization, cohesion, and complexity of the text. Finally, the word/phrase dimension adds precision through specific use of vocabulary. 
 
Citation:  Board of Regents of the University of Wisconsin System. (2020). WIDA English Language Development Standards Framework, 2020 Edition Kindergarten – Grade 12. (Publication). Wisconsin Center for Education Research at the University of Wisconsin-Madison

RESOURCE NAME: WIDA Performance Definitions for Speaking and Writing

Figure 2-6, Dimensions of Language within a Sociocultural Context. Outside fourth circle shows sociocultural context. Inner third circle shows discourse. Inner second circle shows sentence. Final most inner circle shows word/phrase.
 
Suggestion for use:

The WIDA Performance Definitions for Speaking and Writing, found on page 7, provide a brief overview of what K-12 English learners should be able to produce through speaking and/or writing toward the end of each given level of English proficiency. The Performance Definitions have recently been more specifically delineated by grade level band Proficiency Level Descriptors for the Expressive Communication Mode (Speaking, Writing, and Representing). For more information and links to grade level span Proficiency Level Descriptors, visit the Formative Assessments webpage.

Citation: Board of Regents of the University of Wisconsin System. (2012). WIDA's 2012 Amplification of the ELD Standards (Publication). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.


RESOURCE NAME: WIDA Performance Definitions for Listening and Reading

 
Suggestion for use: The WIDA Performance Definitions for Listening and Reading, found on page 6, provide a brief overview of what K-12 English learners should be able to process through reading and/or listening toward the end of each given level of English proficiency. The Performance Definitions have recently been more specifically delineated by grade level band Proficiency Level Descriptors for the Interpretive Communication Mode (Listening, Reading, and Viewing). For more information and links to grade level span Proficiency Level Descriptors, visit the Formative Assessments webpage.
 
Citation: Board of Regents of the University of Wisconsin System. (2012). WIDA's 2012 Amplification of the ELD Standards (Publication). Wisconsin Center for Education Research which partnered with The Center for Applied Linguistics.