Multilingual Learner Programs

English Language / ELPAC Perfomance Descriptors

Language Performance levels are aligned to the California English Language Development (ELD) Standards. They form the pathway to the English Language Arts Grade-Level Content Standards. In addition, each performance level builds on the preceding level. Below is an explanation of what students are able to do at each of the performance levels:

Level 1

English learners at this level have minimally developed oral (listening and speaking) and written (reading and writing) English skills. They tend to rely on learned words and phrases to communicate meaning at a basic level. They need substantial-tomoderate linguistic support to communicate in familiar social and academic contexts; they need substantial linguistic support to communicate on less familiar tasks and topics.

Level 2

English learners at this level have somewhat developed oral (listening and speaking) and written (reading and writing) skills. They can use English to meet immediate communication needs, but often are not able to use English to learn and communicate on topics and content areas. They require moderate to light linguistic support to engage in familiar social and academic contexts; they require substantial to moderate support to communicate on less familiar tasks and topics.

Level 3

English learners at this level have moderately developed oral (listening and speaking) and written (reading and writing) skills. They can sometimes use English to learn and communicate in meaningful ways in a range of topics and content areas. They need light-tominimal linguistic support to engage in familiar social and academic contexts; they need moderate support to communicate on less familiar tasks and topics.

Level 4

English learners at this level have well developed oral (listening and speaking) and written (reading and writing) skills. They can use English to learn and communicate in meaningful ways that are appropriate to different tasks, purposes, and audiences in a variety of social and academic contexts. They may need occasional linguistic support to engage in familiar social and academic contexts; they may need light support to communicate on less familiar tasks and topics.