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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
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 and should be used to guide instruction, in conjunction with the Colorado Academic Standards (CAS).
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.
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) |
|
Sentence | Language Forms and Conventions (Types, array, and use of language structures in communication) |
|
Word/Phrase | Vocabulary Usage (Specificity of word or phrase choice in communication) |
|
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.
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. The Dimensions of Language within a Sociocultural Context should be used to further understand and teach the Features of Academic Language.
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
WIDA Performance Definitions for Speaking and Writing
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.
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.
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