The 5-Level Proficiency System
Understanding each proficiency level in depth
Overview
The 2026 ELPS use a 5-level proficiency system that describes students' English language development from the earliest stages of acquisition to near-native proficiency. Each level is defined by specific descriptors for each language domain and includes guidance on the type and amount of linguistic support needed.
Level 1: Pre-Production
The early stage of English language acquisition when receptive language is developing. Students at this level develop comprehension when highly scaffolded instruction and linguistic support are provided. Responses are mostly non-verbal (pointing, gesturing, drawing, nodding). This is often called the "silent period" and is a natural and important phase of language acquisition. Teachers should not force speech production at this level but instead focus on building comprehension through visual supports, realia, and gestures.
Level 2: Beginning
Characterized by speech emergence using one-word or two-to-three-word phrases. Students at the Beginning level require highly scaffolded instruction and linguistic support. They can understand simple, frequently used language when accompanied by visual or contextual clues. Oral production is limited to short phrases and often includes errors. Teachers should provide sentence frames, word banks, and visual supports.
Level 3: Intermediate
Features the ability to use receptive and expressive language with demonstrated literal comprehension. Students require moderately scaffolded instruction and linguistic support. They can participate in conversations on familiar topics, read adapted texts with support, and produce short written pieces. Errors are common but do not prevent communication. Teachers should use graphic organizers, collaborative learning, and structured discussions.
Level 4: High Intermediate
Students begin to consistently use a variety of sentence types, express opinions, share thoughts, and ask for clarification. They demonstrate an increased level of literal and abstract comprehension. This level requires moderate to light scaffolding. Students can engage in academic discussions, read grade-level texts with some support, and produce organized writing with increasingly complex sentences. Previously called "Advanced High" in the old 4-level system.
Level 5: Advanced
Students can engage in formal and informal classroom interactions with little to no linguistic support. They use content-area vocabulary and a variety of grammatical structures. Advanced students can comprehend grade-level texts, participate fully in academic discourse, and produce writing that approaches the quality of native English-speaking peers. While still classified as EB students, they require minimal targeted support.
Scaffolding Expectations by Level
| Level | Scaffolding Needed | Teacher Focus |
|---|---|---|
| Pre-Production | Highly scaffolded | Build comprehension; accept non-verbal responses |
| Beginning | Highly scaffolded | Provide sentence frames and visual supports |
| Intermediate | Moderately scaffolded | Use graphic organizers and collaborative learning |
| High Intermediate | Moderate to light | Encourage academic language and complex expression |
| Advanced | Little to none | Maintain grade-level rigor with minimal targeted support |
Important Reminder
Proficiency levels are not grades or judgments. They describe where a student is in their language development journey. Every level represents growth and capability. An asset-based mindset recognizes that emergent bilingual students bring valuable linguistic and cultural knowledge that enriches the classroom.