Once students exit bilingual or ESL programs, they find it difficult to succeed in subject area classes without knowledge of academic English. The ESL standards indicate the type of academic language proficiency that students need. The third goal emphasizes that ELLs need to be explicitly taught the social and cultural norms associated with using English, such as when to use formal or informal language, what gestures are appropriate, and when humor is acceptable. Each goal includes one standard that focuses on learning strategies to help students extend their language development once they exit a language support program. Each standard is explicated by descriptors and progress indicators.
Descriptors are akin to curriculum objectives.
Progress indicators are assessable activities that teachers can incorporate into lessons to measure student growth toward meeting a standard. Vignettes, written by practicing teachers, further illustrate the standards and represent good pedagogical practice. They call particular attention to ways that teachers can work effectively with ELLs to help them meet the standards. They describe instruction for beginning, intermediate, and advanced students. The needs of students with limited formal schooling and learning disabilities are included as well.