English Language Proficiency Standards - §74.4 - English Language Proficiency Standards - Introduction - Kindergarten to College

Oct 2, 2026

Uploaded by Adam

English language proficiency standards for English language learners (ELLs) outline proficiency level descriptors and student expectations from kindergarten through college and career. The standards require school districts to implement English language proficiency as an integrated part of the required curriculum alongside TEKS. ELL success depends on acquiring both social and academic English, supported by instruction that integrates second language acquisition with quality content instruction, ensuring linguistically accommodated opportunities to listen, speak, read, and write. The document also defines district responsibilities and cross-curricular learning strategies for continuous language development.

LanguageEnglish

CategoryExam

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

§74.4. English Language Proficiency Standards

(a) Introduction

(b) School district responsibilities

Standards for Ensuring Student Success From Kindergarten to College and Career ©2009 University of Texas System/Texas Education Agency §74.4. English Language Proficiency Standards. (a) Introduction. (1) The English language proficiency standards in this section outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts shall implement this section as an integral part of each subject in the required curriculum. The English language proficiency standards are to be published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum. (2) In order for ELLs to be successful, they must acquire both social and academic language proficiency in English. Social language proficiency in English consists of the English needed for daily social interactions. Academic language proficiency consists of the English needed to think critically, understand and learn new concepts, process complex academic material, and interact and communicate in English academic settings. (3) Classroom instruction that effectively integrates second language acquisition with quality content area instruction ensures that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills in the TEKS, and reach their full academic potential. (4) Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read and hear, and are expected to speak and write. (5) The cross-curricular second language acquisition skills in subsection (c) of this section apply to ELLs in Kindergarten-Grade 12. (6) The English language proficiency levels of beginning, intermediate, advanced, and advanced high are not grade-specific. ELLs may exhibit different proficiency levels within the language domains of listening, speaking, reading, and writing. The proficiency level descriptors outlined in subsection (d) of this section show the progression of second language acquisition from one proficiency level to the next and serve as a road map to help content area teachers instruct ELLs commensurate with students’ linguistic needs. ELPS INTRODUCTION English Language Proficiency Standards | 1 (b) School district responsibilities. In fulfilling the requirements of this section, school districts shall: (1) identify the student’s English language proficiency levels in the domains of listening, speaking, reading, and writing in accordance with the proficiency level descriptors for the beginning, intermediate, advanced, and advanced high levels delineated in subsection (d) of this section; (2) provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum; (3) provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of this section in a manner that is linguistically accommodated to help the student acquire English language proficiency; and (4) provide intensive and ongoing foundational second language acquisition instruction to ELLs in Grade 3 or higher who are at the beginning or intermediate level of English language proficiency in listening, speaking, reading, and/or writing as determined by the state’s English language proficiency assessment system. These ELLs require focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instructio

FAQs

What is the purpose of the English language proficiency standards in §74.4?

They outline English language proficiency level descriptors and student expectations for English language learners, and guide districts to implement these standards as part of the required curriculum alongside TEKS.

What language proficiencies must ELLs acquire to be successful?

ELLs must acquire both social and academic language proficiency in English, including language needed for daily interactions and for critical thinking, learning new concepts, processing academic material, and communicating in academic settings.

What responsibilities do school districts have for implementing these standards?

Districts must identify students’ proficiency levels across listening, speaking, reading, and writing; provide linguistically accommodated instruction aligned to required curricula; include cross-curricular second language acquisition skills; and deliver intensive, ongoing foundational instruction for qualifying beginners or intermediates in Grade 3 or higher.

Oct 2, 2026

Uploaded by Adam