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These are functional and measurable indices of the language indices. These are usually aimed at targeted developmental levels of learners. These indicators are simply examples that have been derived from state academic content standards and English language proficiency standards. The model performance indicator has three components: the functional component which has to do with the way students use language; the content which entails what is being communicated, and modality which has to do with the processing of the input which can either be through oral and written. The above indicators can be adapted from the preK-12 standards which are developed by TESOL (Fathman, & Crowther, 2006).

The indicators are presented across the language proficiency levels. The indicators represent the whole spectrum of linguistic complexity and cognitive engagement that is aimed at helping the students attain the state academic standards.  The English language proficiency standard 1 entails the language acquisition that takes place at the classroom and school level. The other standards 2-5 entails the acquisition of language depended on the specific content context (Beatty, 2008).

An enhanced Assessment System. An enhanced system is required to ensure that there is the English language proficiency components overlay those of academic achievement. It should also be aimed that ELP standards for classroom framework blends well with those of large scale state assessment. The system should be produced in such a manner that there will be a continuous flow of data which will position the English learners to undergo seamless transition in the progress to the achievement of state academic content standards (Beatty, 2008). The following adaptation from WIDA can be used efficiently to ensure that there is an alignment:

Conclusion

There is a need for the development of English standards which articulate well with the state learning standards. For this to be implemented there is a need to change three areas: the educational policy, pedagogy and assessment. These changes have a direct impact on the learners. It should be appreciated that subject content has been infused, as an instruction approach, into the language learning. Along this line it will be important for language proficiency to encompass the social and academic contexts tied to curriculum, standards, and instructions. There is a need for the proficiency standards to take into consideration the whole range of and complexities of methodologies that blends content learning and language. 

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