Early Language Development Standards

DOWNLOADS & PRODUCTS
Early Language Development Standards

  • Focus on Early Years PDF
  • Prospectus - WIDA Early Years PDF
  • The Connection: States' ELS & E-ELD Standards. PDF
  • E-ELD Standards: Theoretical Framework PDF
  • E-ELD Standards Resource Guide, 2014 Edition PDF
  • Webinar - Idioma en el juego: Introducción a
    los estándares desarrollo del lenguaje
    temprano del español (DLTE) Site
  • Webinar - Playing with Language: Understanding
    and Using the Model Performance Indicator
    (MPI) Strands Site
  • Webinar - Understanding Language Growth: The
    E-ELD Performance Definitions Site
  • Webinar - Language in Play: Introduction to
    the E-ELD Standards Site
  • DLTE: Guia Abreviada Edición 2013 PDF
    2013 E-SLD Resource Guide

WIDA is pleased to release the Early English Language (E-ELD) and Early Spanish Language (E-SLD) Development Standards for use by early childhood practitioners, including child care, Head Start, preschool/prekindergarten educators, and caregivers.

The purpose of the E-ELD standards is to provide a developmentally sound framework for supporting, instructing, and assessing dual language learners (DLLs), ages 2.5-5.5 years. Learn more about young DLLs, the importance of supporting home language, and the value in fostering partnerships with families and K-12 programs in the August 2014 WIDA Bulletin Focus on the Early Years - Dual Language Learners.

The Early Language Development Standards correspond the WIDA English and Spanish Language Development (ELD and SLD) Standards framework for Kindergarten through Grade 12. The E-ELD Standards correspond to states' Early Learning Standards and Head Start's Early Learning and Child Outcomes. These Standards may be applied in any program that supports young DLLs.

While the Early Language Development Standards Framework incorporates all of the components of existing WIDA ELD and SLD Standards Frameworks for K-12, each component has been critically examined and adapted to incorporate the unique characteristics of young children, ages 2.5-5.5 years.  Specific consideration has been given to the nature of early language and cognitive development, family and community-based socio-cultural contexts for language learning, and the psycholinguistic nature of second language acquisition in preschoolers who are still developing the foundational structures and rules of language.

Building Partnerships to Support, Instruct, and Assess Dual Language Learners

WIDA recognizes the urgent need to provide linguistically relevant instruction and assessment for Dual Language Learners (DLLs) and the challenges encountered by practitioners and administrators when trying to do so. For this reason, WIDA is eager to establish partnerships with ECE programs that support the language and learning of DLLs, age 2.5–5.5 years, while simultaneously providing practitioners with the necessary tools and resources. Our comprehensive approach to supporting and assessing early language development helps promote educational equity of DLLs through four key components:

  • Understanding and utilizing the WIDA Early Language Development Standards
  • Building state and local capacity through training, coaching, and technical assistance
  • Making informed decisions using the suite of early language development assessments
  • Promoting family engagement

Learn more about the building partnerships and available services and products in the WIDA Early Years Prospectus.

Acknowledgements

WIDA would like to thank Ruth Reinl for her work as the lead content developer of WIDA's Early English Language Development Standards.

WIDA would like to thank the Massachusetts Department of Early Education and Care (EEC) and the Wisconsin Department of Public Instruction (WDPI) for supporting the development of the Early English Language Development Standards Framework.

The Six Standards

The Early English Language Development (E-ELD) Standards include the following six standards:

  • The language of Social-Emotional Development
  • The language of Early Language and Literacy
  • The language of Mathematics
  • The language of Science
  • The language of Social Studies
  • The language of Physical Development

The Standards Framework Documents

Features of Developmentally Appropriate Academic Language

The Features of Developmentally Appropriate Academic Language provide examples of the language criteria (linguistic complexity and language usage) used in the Performance Definitions. The features have been reconfigured and renamed to fit the unique characteristics of young children's developing linguistic abilities during the early preschool years.

Performance Definitions

The Performance Definitions provide practitioners with descriptions of the linguistic complexity and language usage dual language learners typically demonstrate at the different stages of English language acquisition and serve as a practical guide for both assessing and supporting dual language learners at three different levels of language development. The Performance Definitions also serve as an anchor or foundation for the model performance indicators, which provide practitioners with concrete examples for scaffolding language receptively and expressively within a variety of socio-cultural contexts at different levels of language development.

Age Clusters

The Performance Definitions are provided for three different age clusters; 2.5-3.5 years (30-42 mos.), 3.5-4.5 years (43-54 mos.), and 4.5-5.5 years (55-66 mos.) to accommodate the significant cognitive and linguistic developmental differences that occur in this age range. 

Language Levels

Three early language development levels have been identified to describe dual language learners' acquisition of English: Entering, Developing, and Bridging. These levels correspond to WIDA's five language levels for Kindergarten through Grade 12 grade but pertain uniquely to the stages of dual language development in young children, ages 2.5-5.5 years.   Descriptions of the language young children are able to process and produce at each of these language levels are provided in the Performance Definitions.

Model Performance Indicators

Model performance indicators (MPIs) provide examples of how children are able to process and produce language within specific sociocultural contexts at the three levels of early dual language development for each age cluster. The MPIs, which always contain a language function, content or topic stem, and language support, are designed to help practitioners intentionally scaffold children's language during instruction across the six standards and can be used for formative assessment purposes.

Webinar Series - April to May 2014

The Massachusetts Department of Early Education and Care (EEC), in partnership with WIDA, is sponsoring a series of statewide webinars for Early Education and Care Partners who support young dual language learners (DLLs). Note that we no longer can offer certificates of participation for the webinars.

Webinar Descriptions

Language in Play: Introduction to the Early English Language Development (E-ELD) Standards
Thursday, March 13, 2014

Webinar: Language in Play: Introduction to the Early English Language Development (E-ELD) Standards

This webinar provides an in-depth view of each component of the E-ELD Standards Framework. Each component will be reviewed and implications for use as well as implementation in various early education and care programs will be discussed.

Understanding Language Growth: The E-ELD Performance Definitions
Thursday, March 27, 2014

Webinar: Understanding Language Growth – The E-ELD Performance Definitions

This webinar provides a detailed examination of the Performance Definitions. Topics include:

  • Foundational concepts and research that guided development of the E-ELD Performance Definitions;
  • Similarities and differences with WIDA’s Kindergarten to Grade 12 English Language Development Standards Framework; and
  • Consideration for the use of the Performance Definitions in planning curriculum and monitoring growth of early English language development.

Playing with Language: Understanding and Using the Model Performance Indicator (MPI) Strands
Thursday, April 10 2014

Webinar: Playing with Language – Understanding and Using the Model Performance Indicator (MPI) Strands

This webinar builds a deeper understanding of the MPI strands. Topics include:

  • The connection between the Early English Language Development (E-ELD) Standards: MA guidelines to support DLLs and the MPIs;
  • Identifying element of a MPI Strands;
  • Using MPI Strands in everyday practice; and
  • Implications for Instruction and Assessment.

 

Webinar Series - October 2013 to January 2014

Language in Play: Introduction to the Early English Language Development (E-ELD) Standards
Monday, November 18, 2013, 3:00-4:00 p.m. Central Time

Webinar: Language in Play: Introduction to the Early English Language Development (E-ELD) Standards

This webinar provides a more in-depth view of each component of the E-ELD Standards Framework. Each component is reviewed and implications for use as well as implementation in various early care and education programs are discussed.

Understanding Language Growth: The E-ELD Performance Definitions
Wednesday, December 11, 2013, 3:00-4:00 p.m. Central Time

Webinar: Understanding Language Growth: The E-ELD Performance Definitions

This webinar provides a detailed examination of the Performance Definitions. Topics include:

  • Foundational concepts and research that guided development of the Performance Definitions
  • Similarities and differences with WIDA's Kindergarten to Grade 12 English Language Development (ELD) Standards Framework
  • Considerations for use of the Performance Definitions in planning curriculum and monitoring growth of early English language development

Playing with Language: Understanding and Using the Model Performance Indicator (MPI) Strands
Tuesday, January 14, 2014, 3:00-4:00 p.m. Central Time

Webinar: Playing with Language: The E-ELD MPIs

This webinar builds a deeper understanding of the MPI strands.

Topics include:

  • The connection between the Early English Language Development (E-ELD) Standards and the MPIs
  • Identifying elements of a MPI strand
  • Using MPI strands in everyday practice
  • Implications for instruction and assessment

Descripción del webinar

Los estándares desarrollo del lenguaje temprano del español (DLTE)

Idioma en el juego: Introducción a los estándares desarrollo del lenguaje temprano del español (DLTE)

Este seminario proporcionará un análisis más profundo de cada componente de los estándares de DLTE. Repasaremos cada componente y se discutirán las implicaciones para su uso, así como la implementación en los diversos programas de educación temprana.

 

WIDA Events for Early Childhood Practioners and Administrators

WIDA 2014 National Conference

October 23-25, 2014, Atlanta, Ga.

Join us at the WIDA 2014 National Conference to learn more about supporting dual language learners’ (DLLs), ages 2.5 - 5.5 years, language development! The conference will take place in Atlanta from October 23-25, 2014.

This year’s annual conference has professional development opportunities designed for practitioners and administrators with a special interest in young DLLs. Want to learn more about language development standards for DLLs? What are best practices for supporting, assessing, and engaging this growing population? Attend presentations focused on early childhood. Visit the exhibit area at the WIDA conference to browse through new publications and resources. Connect with practitioners and administrators from across the nation.

During the course of the three days, eight sessions are especially dedicated to topics surrounding DLLs. Topics include

  • The benefits of play for developing DLLs’ language
  • Research and practice for engaging families of DLLs
  • The WIDA Early English Language Development (E-ELD) Standards Framework
  • Supporting leadership in creating effective early education for DLLs
  • The Planned Language Approach (PLA)
  • The WIDA Early Years Language Assessments

Presenters include nationally known experts as well as WIDA staff. In addition to the sessions and exhibits focused on DLLs, the WIDA Conference will feature keynote speakers and many other opportunities for professional development, idea sharing, and relationship building. Visit the WIDA Conference website for more information and registration.

WIDA-Bright from the Start: Georgia Department of Early Care and Learning (DECAL) Partnership Activities

Kick-off Event

October 22, 2014, Atlanta, Ga.

Bright from the Start: Georgia Department of Early Care and Learning (DECAL) and WIDA are hosting an event for state and/or regional level stakeholders to kick-off our partnership. Future activities in Georgia will focus on the importance of supporting, instructing and assessing dual language learners (DLLs). We will present our plans for training programs, technical assistance, coaching, family engagement, and sustainability. For more information, contact WIDA Early Years at EarlyYears@wida.us.

WIDA-Massachusetts Department of Early Education & Care (EEC) Partnership Activities

photo of MA Event
Participants at the MA EEC Partnership Conference

Massachusetts EEC Partnership Conference: Supporting Young Dual Language Learners' School Readiness and Beyond

February 27, 2014, Wheelock College, Mass.

The Massachusetts Department of Early Education & Care (EEC), in partnership with World-Class Instructional Design and Assessment (WIDA), sponsored a one-day event focusing on a comprehensive approach to support dual language learners/English language learners from birth through grade 12. The conference was supported by funding from Race to the Top-Early Learning Challenge Grant. The audience included Early Education and Care partners from Head Start, Child Care, Home Visiting, EPS Grantees, Readiness Centers, Institutes of Higher Education, and other advocacy groups.

Conference participants can evaluate the event until March 19, 2014.

Presentations

See the complete agenda and presenter information PDF about the day’s presenters and contributors.

National Scene: Dual Language Learners (DLLs), PDF Presentation by Bob Stechuk, National Center on Cultural and Linguistic Responsiveness

A Portrait of Young DLLs and their Families, PDF Presentation by Margie McHugh, Migration Policy Institute

photo of MA Event
Participants at the MA EEC Partnership Conference

DLLS in Massachusetts, PDF Presentation by Tanuja Gopal, Mass. Dept. of Early Education & Care

Mass. Early English Language Development Guidelines Overview
, PDF Presentation by Erin Arango-Escalante and Jennifer Amaya-Thompson, WIDA/Mass. Dept. of Early Education & Care

K-12 WIDA Overview, PDF Presentation by Shawn Sinclair-Slakk, Mass. Dept. of Early Education & Care

EEC-WIDA Partnership Activities, PDF Presentation by Erin Arango-Escalante, WIDA

Additional Information

Thank you to all participants, presenters, facilitators, and the planning committee for a great event! Our special thanks to our kind and helpful hosts at Wheelock College.

For questions and comments about this event, contact Indira Ceylan, Phone: (608) 890-4465, email: iceylan@wisc.edu.