1. Early English Language Development (EELD) Standards Framework
Massachusetts
Board of Education
May 23, 2013
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2. Agenda Purpose Theory Role of Early Learning Standards
Development Process
EELD Standards Framework
The Connection
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3. Purpose
Provide a developmentally sound framework for assessing and instructing dual language learners, years that aligns with WIDA K-12 Standards and corresponds to states’ Early Learning Standards.

4. EDLD Standards Framework Components
Language Standards
Language Domains
Age Clusters
Language Levels
Features of Developmentally Appropriate Academic Language
Performance Definitions
Model Performance Indicators (MPIs)
Refer to Components handout

5. Theoretical Tenants of EELD Standards Framework
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6. 1. Grounded in Developmental Theory
Sensitive to the parameters of cognitive and linguistic development in year-olds
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7. 2. Guided by Socio-Cultural Theory
Cognitive and language development are socially constructed (Berk & Winsler, 1995)
Children’s cognitive and linguistic development can be “led” through appropriately scaffolded instruction
(Berk & Winsler, 1995; Bedrova & Leong, 2007; Copple & Bredekamp, 2009)
Not just “innate” developmental skills
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8. 3. Centered around PLAY!
Both socio-cultural theory and developmentally appropriate practice stress that young children learn academic language best through PLAY-BASED learning activities within natural early childhood environments
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9. 4. Informed by Psycholinguistics of Early Second Language Acquisition
Great variability as to how and when young children begin learning more than one language
Timing of exposure, quantity and quality of input and opportunities to use both languages may significantly affect rate and pattern of development in both languages (Bedore, Cooperson, & Boerger, 2012; Castro, Ayankoya, & Kasprzak, 2011; DeHouwer, 2009; Genesee, 2010)

10. Non-Verbal/Observational Telegraphic/Formulaic Productive
5. Incorporates and expands on stages of Early Second Language Acquisition Paradigm (McLaughlin, Blanchard, & Osanai, 1995; Tabors, 2008)
Home Language
Non-Verbal/Observational
Telegraphic/Formulaic
Productive
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11. 6. Incorporates and Expands on the Role of Home Language
Importance of Home Language use and influence expanded across all levels of English language acquisition
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12. Incorporates and Expands on the Role of Home Language
Home Language Stage incorporated at beginning of language acquisition process
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13. 7. Incorporates/Expands on Early Second Language Acquisition Model
Non-verbal/ Observational and Telegraphic/Formulaic Stages
Incorporated/expanded across two
EELD language levels (Entering and Developing)
Productive Language Stage expanded
Specifies language criteria across three distinct yet overlapping language development levels for both Receptive and Expressive language
Used to help determine linguistic complexity and language usage for Level 1-Entering and Level3-Developing
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14. Tenants of developmental, socio-cultural and psycholinguistic theory
are operationalized
within all components of the
EDLD Standards Framework
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15. Role of States’ ELS
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18. The Language of…
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19. EELD Standards
Correspond with National Education Goals Panel list (BUILD, 2012)
Correspond with states’ Early Learning Standards and Head Start Early Learning and Child Outcomes
Are used in conjunction with state Early Learning Standards and/or Head Start Early Learning and Child Outcomes for instruction and assessment of dual language learners
Provide “the language of…”
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20. EELD Standards Framework
From a bird’s-eye perspective…
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21. EELD Standards Framework
Adopts all components of WIDA’s K-12 Standards
Adapts and reconfigures those components to incorporate unique characteristics of children, ages years
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22. EELD Standards Framework Component
Description
Six language standards
Social-Emotional Development, Early Language & Literacy, Mathematics, Science, Social Studies, Physical Development
Two language domains
Receptive and Expressive
Three age clusters-
years, years, years
Three language levels (for English language development)
Entering, Developing, Bridging
General descriptions of receptive and expressive language at the three levels of English language development for three age clusters
Performance Definitions
Model Performance Indicators (MPIs)
Specific examples of the language dual language learners are able to process and produce within each age cluster at each level of English development within topic areas across all six standards
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23. Development of EELD Framework
Informed by authentic language samples and states’ ELS
Established developmental ceiling or threshold for each language level and age cluster
Used early second language acquisition research to help determine expected linguistic complexity and language usage
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24. Development
Performance Definitions for each language level were reviewed for linguistic accuracy using English language proficiency tests
Performance Definitions were refined using language samples
Language Levels and Performance Definitions reviewed by over 100 Early Childhood practitioners and administrators
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25. Putting it Together!
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26. EELD Standards Framework Component
Description
Six language standards
Social-Emotional Development, Early Language & Literacy, Mathematics, Science, Social Studies, Physical Development
Two language domains
Receptive and Expressive
Three age clusters-
years, years, years
Three language levels (for English language development)
Entering, Developing, Bridging
General descriptions of receptive and expressive language at the three levels of English language development for three age clusters
Performance Definitions
Model Performance Indicators (MPIs)
Specific examples of the language dual language learners are able to process and produce within each age cluster at each level of English development within topic areas across all six standards
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