ENGLISH LANGUAGE LEARNERS PROFICIENCY QUESTIONS WELL
ANSWERED LATEST UPDATE 2026
Beginning (Listening Proficiency) - Answers They have LITTLE or NO ABILITY to
UNDERSTAND SPOKEN ENGLISH.
•STRUGGLE to UNDERSTAND SIMPLE conversations/discussions.
•the speaker uses linguistic supports (VISUALS,
SLOWER SPEECH, CUES, and GESTURES).
•STRUGGLE to IDENTIFY individual WORDS and PHRASES during social and
instructional interactions.
•May not seek clarification in English when failing to comprehend the English they
hear; frequently REMAIN SILENT, watching others for CUES.
Beginning (Speaking Proficiency) - Answers They have LITTLE or NO ABILITY to
SPEAK English.
Beginning (Speaking Proficiency) - Answers Speak using single words and short
phrases consisting of recently practiced, memorized, or highly familiar material to get
immediate needs met;
may be hesitant to speak and often give up their attempts to communicate.
Beginning (Speaking Proficiency) - Answers Speak using a very limited bank of
high-frequency, high-need, concrete vocabulary, including key words and expressions
needed for basic communication in academic and social contexts.
Beginning (Speaking Proficiency) - Answers Lack the knowledge of English
grammar necessary to connect ideas and speak in sentences;
can sometimes produce sentences using RECENTLY PRACTICED, MEMORIZED,
OR HIGHLY FAMILIAR MATERIAL.
Beginning (Speaking Proficiency) - Answers Exhibit second acquisition language
errors that may hinder overall communication, particularly when trying to convey
information beyond memorized, practiced, or highly familiar material.
Beginning (Speaking Proficiency) - Answers Typically use pronunciation that
significantly inhibits communication.
Beginning (Writing Proficiency) - Answers Lack the English vocabulary and grasp of
English language structures necessary to address grade appropriate writing tasks
meaningfully.
Beginning (Writing Proficiency) - Answers HAVE LITTLE or NO ABILITY to use
the English language to express ideas in writing and engage meaningfully in grade-
appropriate writing assignments in content area instruction.
Beginning (Writing Proficiency) - Answers Lack the english necessary to develop or
demonstrate elements of grade-appropriate writing.
Beginning (Writing Proficiency) - Answers Typical writing features at this level:
Ability to label, list, and copy
Beginning (Writing Proficiency) - Answers Typical writing features at this level:
High-frequency words/phrases and short, simple sentences based on recently
practiced, memorized, or highly familiar material; this type of writing may be quite
accurate.
Beginning (Writing Proficiency) - Answers Typical writing features at this level:
Present tense used primarily.
Beginning (Writing Proficiency) - Answers Typical writing features at this level:
Frequent primary language features (spelling, patterns, word order, literal translations,
and words from student's primary language).
, Beginning (Reading Proficiency) - Answers HAVE LITTLE or NO ABILITY TO
READ and UNDERSTAND ENGLISH used in academic and social contexts.
Beginning (Reading Proficiency) - Answers Read and understand the very limited
recently practiced, memorized, or highly familiar English they have learned;
Beginning (Reading Proficiency) - Answers Vocabulary mainly includes:
environmental print
some very high-frequency words
concrete words that can be presented by pictures
Beginning (Reading Proficiency) - Answers Read slowly, word by word
Have a very limited sense of English language structures
Beginning (Reading Proficiency) - Answers Comprehend predominantly isolated
familiar words and phrases.
Beginning (Reading Proficiency) - Answers Highly dependent on visuals and prior
knowledge to derive meaning from text in English.
Beginning (Reading Proficiency) - Answers Are able to apply reading
comprehension skills in English only when reading texts written for this level.
Intermediate (Listening Proficiency) - Answers Have the ability to understand
simple, high-frequency spoken English used in routine academic and social settings.
Intermediate (Listening Proficiency) - Answers Understand simple or routine
directions, short simple conversations/discussions on familiar topics.
When topics are unfamiliar, require extensive linguistic supports such as visuals,
slower speech and other verbal cues, simplified language, gestures, PRE-TEACHING
TO PREVIEW or BUILD TOPIC-RELATED VOCABULARY.
Intermediate (Listening Proficiency) - Answers Often identify and distinguish key
words and phrases necessary to understand the general meaning during social and
basic instructional interactions that have not been intentionally modified.
Intermediate (Listening Proficiency) - Answers Have the ability to seek clarification
in English when failing to comprehend the English they hear by requiring/requesting
the speaker to repeat, slow down, or rephrase speech.
Intermediate (Speaking Proficiency) - Answers Have the ability to speak in a simple
manner using English commonly heard in routine academic and social settings.
Intermediate (Speaking Proficiency) - Answers Speak using basic vocabulary needed
in everyday social interactions and routine academic settings; rarely have vocabulary
to speak in detail.
Intermediate (Speaking Proficiency) - Answers Are able to express simple original
messages, speak using sentences, and participate in short conversations and classroom
interactions;
may hesitate frequently and for long periods to think about how to communicate
desired meaning.
Intermediate (Writing Proficiency) - Answers Have enough English vocabulary and
enough grasp of English language structures to address grade-appropriate writing
tasks in a limited way.
Intermediate (Writing Proficiency) - Answers Have limited ability to use the English
language to express ideas in writing and engage in meaningfully grade-appropriate
writing assignments in content area instruction.
Intermediate (Writing Proficiency) - Answers These students communicate best when
topics are highly familiar and concrete, and require simple, high-frequency English.
Intermediate (Writing Proficiency) - Answers Typical writing features at this level:
simple, original messages consisting of short simple sentences; frequent inaccuracies
occur when creating or taking risks beyond familiar English.
ANSWERED LATEST UPDATE 2026
Beginning (Listening Proficiency) - Answers They have LITTLE or NO ABILITY to
UNDERSTAND SPOKEN ENGLISH.
•STRUGGLE to UNDERSTAND SIMPLE conversations/discussions.
•the speaker uses linguistic supports (VISUALS,
SLOWER SPEECH, CUES, and GESTURES).
•STRUGGLE to IDENTIFY individual WORDS and PHRASES during social and
instructional interactions.
•May not seek clarification in English when failing to comprehend the English they
hear; frequently REMAIN SILENT, watching others for CUES.
Beginning (Speaking Proficiency) - Answers They have LITTLE or NO ABILITY to
SPEAK English.
Beginning (Speaking Proficiency) - Answers Speak using single words and short
phrases consisting of recently practiced, memorized, or highly familiar material to get
immediate needs met;
may be hesitant to speak and often give up their attempts to communicate.
Beginning (Speaking Proficiency) - Answers Speak using a very limited bank of
high-frequency, high-need, concrete vocabulary, including key words and expressions
needed for basic communication in academic and social contexts.
Beginning (Speaking Proficiency) - Answers Lack the knowledge of English
grammar necessary to connect ideas and speak in sentences;
can sometimes produce sentences using RECENTLY PRACTICED, MEMORIZED,
OR HIGHLY FAMILIAR MATERIAL.
Beginning (Speaking Proficiency) - Answers Exhibit second acquisition language
errors that may hinder overall communication, particularly when trying to convey
information beyond memorized, practiced, or highly familiar material.
Beginning (Speaking Proficiency) - Answers Typically use pronunciation that
significantly inhibits communication.
Beginning (Writing Proficiency) - Answers Lack the English vocabulary and grasp of
English language structures necessary to address grade appropriate writing tasks
meaningfully.
Beginning (Writing Proficiency) - Answers HAVE LITTLE or NO ABILITY to use
the English language to express ideas in writing and engage meaningfully in grade-
appropriate writing assignments in content area instruction.
Beginning (Writing Proficiency) - Answers Lack the english necessary to develop or
demonstrate elements of grade-appropriate writing.
Beginning (Writing Proficiency) - Answers Typical writing features at this level:
Ability to label, list, and copy
Beginning (Writing Proficiency) - Answers Typical writing features at this level:
High-frequency words/phrases and short, simple sentences based on recently
practiced, memorized, or highly familiar material; this type of writing may be quite
accurate.
Beginning (Writing Proficiency) - Answers Typical writing features at this level:
Present tense used primarily.
Beginning (Writing Proficiency) - Answers Typical writing features at this level:
Frequent primary language features (spelling, patterns, word order, literal translations,
and words from student's primary language).
, Beginning (Reading Proficiency) - Answers HAVE LITTLE or NO ABILITY TO
READ and UNDERSTAND ENGLISH used in academic and social contexts.
Beginning (Reading Proficiency) - Answers Read and understand the very limited
recently practiced, memorized, or highly familiar English they have learned;
Beginning (Reading Proficiency) - Answers Vocabulary mainly includes:
environmental print
some very high-frequency words
concrete words that can be presented by pictures
Beginning (Reading Proficiency) - Answers Read slowly, word by word
Have a very limited sense of English language structures
Beginning (Reading Proficiency) - Answers Comprehend predominantly isolated
familiar words and phrases.
Beginning (Reading Proficiency) - Answers Highly dependent on visuals and prior
knowledge to derive meaning from text in English.
Beginning (Reading Proficiency) - Answers Are able to apply reading
comprehension skills in English only when reading texts written for this level.
Intermediate (Listening Proficiency) - Answers Have the ability to understand
simple, high-frequency spoken English used in routine academic and social settings.
Intermediate (Listening Proficiency) - Answers Understand simple or routine
directions, short simple conversations/discussions on familiar topics.
When topics are unfamiliar, require extensive linguistic supports such as visuals,
slower speech and other verbal cues, simplified language, gestures, PRE-TEACHING
TO PREVIEW or BUILD TOPIC-RELATED VOCABULARY.
Intermediate (Listening Proficiency) - Answers Often identify and distinguish key
words and phrases necessary to understand the general meaning during social and
basic instructional interactions that have not been intentionally modified.
Intermediate (Listening Proficiency) - Answers Have the ability to seek clarification
in English when failing to comprehend the English they hear by requiring/requesting
the speaker to repeat, slow down, or rephrase speech.
Intermediate (Speaking Proficiency) - Answers Have the ability to speak in a simple
manner using English commonly heard in routine academic and social settings.
Intermediate (Speaking Proficiency) - Answers Speak using basic vocabulary needed
in everyday social interactions and routine academic settings; rarely have vocabulary
to speak in detail.
Intermediate (Speaking Proficiency) - Answers Are able to express simple original
messages, speak using sentences, and participate in short conversations and classroom
interactions;
may hesitate frequently and for long periods to think about how to communicate
desired meaning.
Intermediate (Writing Proficiency) - Answers Have enough English vocabulary and
enough grasp of English language structures to address grade-appropriate writing
tasks in a limited way.
Intermediate (Writing Proficiency) - Answers Have limited ability to use the English
language to express ideas in writing and engage in meaningfully grade-appropriate
writing assignments in content area instruction.
Intermediate (Writing Proficiency) - Answers These students communicate best when
topics are highly familiar and concrete, and require simple, high-frequency English.
Intermediate (Writing Proficiency) - Answers Typical writing features at this level:
simple, original messages consisting of short simple sentences; frequent inaccuracies
occur when creating or taking risks beyond familiar English.
