New Educational Functioning Level Descriptors for
English as a Second Language (ESL)
1
Introduction
In the National Reporting System for Adult Education (NRS), the Educational Functioning Level (EFL)
descriptors are intended to guide teaching and assessment for adult learners. The descriptors for English
as a second language (ESL) are divided into six educational functioning levels: Beginning ESL Literacy,
Low Beginning ESL, High Beginning ESL, Low Intermediate ESL, High Intermediate ESL, and
Advanced ESL. The descriptors do not provide a complete or comprehensive delineation of all of the
skills at any given level but rather provide a description of the most critical concepts and skills for the
level.
Although these narrative descriptors address the most critical concepts for assessment and instruction for
adult learners, lesson plans and test items should be based on additional critical concepts from state
instructional frameworks and standards, as appropriate for the learner and state requirements.
The EFLs for ESL are organized into three modalities: interpretive, productive, and interactive. These
modalities include the domains of reading, writing, speaking, and listening. These modalities allow for an
integrated or holistic approach to teaching and assessing English language learners (ELLs) in the adult
education setting.
Interpretive refers to the learner’s ability to process, understand, interpret, or engage with
level-appropriate literary and informational written and spoken text to construct meaning. For
example, an ELL exiting from the Low Intermediate ESL classroom should be able to, with
support, explain the reasons an author or a speaker gives to support a claim and identify one or
two reasons an author or a speaker gives to support the main point.
Productive refers to the learner’s ability to produce level-appropriate written and spoken text
such that it meaningfully transmits meaning. For example, an ELL exiting from the Low
Beginning ESL classroom should be able to, with support, communicate information and
feelings about familiar texts, topics, and experiences.
Interactive refers to the learner’s ability to process and produce level-appropriate written and
spoken text interactively with the purpose of understanding, interpreting, engaging in, and
transmitting meaning. For example, ELLs exiting from the High Beginning ESL classroom
should be able to, with support, gather information from provided print and digital sources,
record information in simple notes, and summarize data and information.
Text Complexity and Familiar Topics
1
These ESL descriptors are included in the AEFLA information collection (OMB control number 1830-0027).
They will not be implemented until the Secretary of Education has determined that there is at least one assessment
that is aligned with these descriptors and suitable for use in the NRS.
Teachers and assessment developers must select appropriately complex literary and informational
texts, topics, and events to prepare learners for success. Complexity should show progress within
EFLs and in successive levels that reflect increasingly complex and cognitively demanding language
structures, academic vocabulary, and concepts.
Language in the revised NRS EFLs for ESL calls for progressive complexity without being prescriptive
about the specific complexity measures at each EFL. Terminology in the EFLs such as emerging,
developing, increasing, and growing are guides to indicate the needed progression of complexity from
level to level.
2
Instruction and assessment also should involve a progression of topics, from the more familiar to
substantive and academic topics, with increasing levels of complexity within and across levels. Teachers
and test developers are encouraged to refer to the guiding principles found in the English Language
Proficiency Standards for Adult Education. The guiding principles recommend that instruction also
include the use of digital tools and resources; academic language; a variety of informational texts and
content areas, including science, technology, engineering, and mathematics; and college and career
readiness skills as appropriate to learners at a given level.
Level 1: Beginning ESL Literacy
Interpretive: The ability to process, understand, interpret and/or engage with level-appropriate
literary and informational written and spoken text to construct meaning (1, 6, 7, 8)
3
ELLs ready to exit the Beginning ESL Literacy Level are able to, with prompting and support
(including context, and visual aids), identify a few key words and phrases from read alouds, visual
images, and oral presentations using a very limited set of strategies.
ELLs ready to exit this level can, with prompting and support (including context and visual aids),
recognize the meaning of a few frequently occurring words and phrases in simple oral presentations
and read alouds about familiar topics, experiences, and events. They can recognize the meaning of
some words learned through conversations, reading, and being read to.
Productive: The ability to produce level-appropriate written and spoken text such that it
meaningfully transmits meaning (3, 4, 7, 9, 10)
ELLs ready to exit this level are able to, with prompting and support (including context and visual
aids), communicate simple information or feelings about familiar topics, events, or experiences. They
can express a preference or opinion about a familiar topic.
ELLs ready to exit this level are able to show limited awareness of differences between informal and
formal language use.
2
Additional guidance about text complexity in adult education may be found in the College and Career Readiness
Standards for Adult Education, “Appendix D—Understanding Text Complexity.”
3
Numbers in parentheses represent ELP Standards.
With support (including context and visual aids), ELLs ready to exit this level are able to recognize
and use a small number of frequently occurring nouns and verbs, use a narrow range of vocabulary
and syntactically simple sentences, and understand and respond to simple questions.
Interactive: The ability to process and produce level-appropriate written and spoken text
interactively with the purpose of understanding, interpreting, engaging in and transmitting
meaning (2, 5)
ELLs ready to exit this level are able to, with limited involvement, participate in short conversations
and written exchanges about familiar topics and in familiar contexts. They can respond to simple
yes/no questions and some wh- questions.
ELLs ready to exit this level are able to, with prompting and support, participate in short, shared
research projects, gather information from a few provided sources, and label some key information.
Level 2: Low Beginning ESL
(ELP Standards for AE Level 1)
Interpretive: The ability to process, understand, interpret and/or engage with level-
appropriate literary and informational written and spoken text to construct meaning (1, 6, 7, 8)
ELLs ready to exit the Low Beginning ESL Level are able to identify a few key words and phrases in
oral communications and simple spoken and written texts using a very limited set of strategies. They
can recognize the meaning of some words learned through conversations, reading, and being read to.
ELLs ready to exit this level are able to, with support, identify a point an author or a speaker makes.
Relying heavily on context, questioning, and knowledge of morphology in their native language(s), ELLs
ready to exit this level are able to recognize the meaning of a few frequently occurring words, simple
phrases, and formulaic expressions in spoken and written texts about familiar topics, experiences, or
events.
Productive: The ability to produce level-appropriate written and spoken text such that it
meaningfully transmits meaning (3, 4, 7, 9, 10)
ELLs ready to exit this level are able to, with support, communicate information and feelings about
familiar texts, topics, and experiences.
ELLs ready to exit this level are able to express an opinion about a familiar topic, experience, or event
and give a reason for the opinion.
ELLs ready to exit this level are able to show emerging awareness of differences between informal and
formal language use.
ELLs ready to exit this level are able to, with support, use a narrow range of vocabulary and syntactically
simple sentences. They can, with support, recognize and use a small number of frequently occurring
nouns, noun phrases, verbs, conjunctions, and prepositions and understand and respond to simple
questions.
Interactive: The ability to process and produce level-appropriate written and spoken text
interactively with the purpose of understanding, interpreting, engaging in and transmitting
meaning (2, 5)
ELLs ready to exit this level are able to actively listen to others. They can participate in short
conversations and written exchanges about familiar topics and in familiar contexts. They can present
simple information and respond to simple yes/no questions and some wh- questions.
ELLs ready to exit this level are able to, with support, carry out short, shared research projects. They
can, with support, gather information from a few provided print and digital sources, label collected
information, experiences, or events, and recall information from experience or from a provided
source.
Level 3: High Beginning ESL
(ELP Standards for AE Level 2)
Interpretive: The ability to process, understand, interpret and/or engage with level-
appropriate literary and informational written and spoken text to construct meaning (1, 6, 8)
ELLs ready to exit the High Beginning ESL Level are able to identify the main topic in oral
presentations and simple spoken and written texts and retell a few key details using an emerging set
of strategies.
ELLs ready to exit this level are able to, with support, identify the main argument an author or
speaker makes. They can, with support, identify one reason an author or a speaker gives to support
the argument.
ELLs ready to exit this level are able to determine the meaning of frequently occurring words,
phrases, and expressions in spoken and written texts about familiar topics, experiences, or events.
Productive: The ability to produce level-appropriate written and spoken text such that it
meaningfully transmits meaning (3, 4, 7, 9, 10)
ELLs ready to exit this level are able to, with support, deliver short oral presentations and compose
simple written narratives or informational texts about familiar texts, topics, experiences, or events.
ELLs ready to exit this level are able to construct a claim about familiar topics, experiences, or
events. They can introduce a familiar topic, experience, or event, give a reason to support a claim,
and provide a concluding statement.
ELLs ready to exit this level are able to, with support, recount a short sequence of events in order.
They can, with support, introduce an informational topic, provide one or two facts about the topic,
and use common linking words to connect events and ideas.
ELLs ready to exit this level are able to show increasing awareness of differences between informal
and formal language use. They can adapt language choices to task and audience with emerging
control in various social and academic contexts.
ELLs ready to exit this level can begin to use some frequently occurring general academic and
content-specific words.
ELLs ready to exit this level are able to, with support, use frequently occurring verbs, nouns,
adjectives, adverbs, prepositions, and conjunctions. They can, with support, produce simple and
compound sentences.
Interactive: The ability to process and produce level-appropriate written and spoken text
interactively with the purpose of understanding, interpreting, engaging in and transmitting
meaning (2, 5)
ELLs ready to exit this level are able to participate in conversations and written exchanges about
familiar topics and texts. They can present information and ideas, appropriately take turns in
interactions with others, and respond to simple questions and wh- questions.
ELLs ready to exit this level are able to, with support, carry out short individual or shared research
projects. They can, with support, gather information from provided print and digital sources, record
information in simple notes, and summarize data and information.
Level 4: Low Intermediate ESL
(ELP Standards for AE Level 3)
Interpretive: The ability to process, understand, interpret and/or engage with level-
appropriate literary and informational written and spoken text to construct meaning (1, 6, 8)
ELLs ready to exit the Low Intermediate ESL Level are able to determine a central idea or theme in oral
presentations and spoken and written texts, retell key details, answer questions about key details, explain
how the theme is developed by specific details in texts, and summarize part of a text using a developing
set of strategies.
ELLs ready to exit this level are able to, with support, explain the reasons an author or a speaker gives to
support a claim and identify one or two reasons an author or a speaker gives to support the main point.
Using context, questioning, and a developing knowledge of English and their native language(s)'
morphology, ELLs ready to exit this level are able to determine the meaning of general academic and
content-specific words and phrases and frequently occurring expressions in spoken and written texts
about familiar topics, experiences, or events.
Productive: The ability to produce level-appropriate written and spoken text such that it
meaningfully transmits meaning (3, 4, 7, 9, 10)
ELLs ready to exit this level are able to, with support, deliver short oral presentations and compose
written informational texts about familiar texts, topics, or events. This includes developing the topic with
a few details.
ELLs ready to exit this level are able to construct a claim about familiar topics. They can introduce the
topic, provide sufficient reasons or facts to support the claim, and provide a concluding statement.
When producing written and spoken texts, ELLs ready to exit this level are able to, with support, recount
a sequence of events, with a beginning, middle, and end. They can introduce and develop an
informational topic with facts and details, use common transitional words and phrases to connect events,
ideas, and opinions, and provide a conclusion.
ELLs ready to exit this level are able to adapt language choices and style according to purpose, task, and
audience with developing ease in various social and academic contexts and show developing control of
style and tone in spoken and written texts.
In their spoken and written texts, ELLs ready to exit this level can use an increasing number of general
academic and content-specific words and expressions.
ELLs ready to exit this level are able to, with support, use simple phrases and clauses. They can produce
and expand simple, compound, and a few complex sentences.
Interactive: The ability to process and produce level-appropriate written and spoken text
interactively with the purpose of understanding, interpreting, engaging in and transmitting
meaning (2, 5)
ELLs ready to exit this level are able to, participate in conversations, discussions, and written exchanges
about familiar topics, texts, and issues. They can build on the ideas of others, express their own ideas, ask
and answer relevant questions, add relevant information and evidence, restate some of the key ideas
expressed, follow rules for discussion, and ask questions to gain information or clarify understanding.
ELLs ready to exit this level are able to, with support, carry out short research projects to answer a
question. They can, with support, gather information from multiple provided print and digital sources,
paraphrase key information in a short written or oral report, include illustrations, diagrams, or other
graphics as appropriate, and provide a list of sources.
Level 5: High Intermediate ESL
(ELP Standards for AE Level 4)
Interpretive: The ability to process, understand, interpret and/or engage with level-
appropriate literary and informational written and spoken text to construct meaning (1, 6, 8)
ELLs ready to exit the High intermediate ESL Level are able to determine a central idea or theme in
oral presentations and spoken and written texts using an increasing range of strategies. They can
analyze the development of the themes/ideas, cite specific details and evidence from texts to support
the analysis, and summarize a text.
ELLs ready to exit this level are able to analyze the reasoning in persuasive spoken and written texts and
determine whether the evidence is sufficient to support the claim. They can cite textual evidence to
support the analysis.
Using context, questioning, and an increasing knowledge of English morphology, ELLs ready to exit
this level can determine the meaning of general academic and content-specific words and phrases,
figurative and connotative language, and a growing number of idiomatic expressions in spoken and
written texts about a variety of topics, experiences, or events.
Productive: The ability to produce level-appropriate written and spoken text such that it
meaningfully transmits meaning (3, 4, 7, 9, 10)
ELLs ready to exit this level are able to deliver oral presentations and compose written informational texts
about a variety of texts, topics, or events. This includes developing the topic with some relevant details,
concepts, examples, and information and integrating graphics or multimedia when appropriate.
ELLs ready to exit this level are able to construct a claim about a variety of topics. They can
construct a claim, introduce the topic, provide logically ordered reasons or facts that effectively
support the claim, and provide a concluding statement.
When producing written and spoken texts, ELLs ready to exit this level can recount a longer, more
detailed sequence of events or steps in a process, with a clear sequential or chronological structure.
They can introduce and develop an informational topic with facts, details, and evidence, and provide
a concluding section or statement.
ELLs ready to exit this level can also adapt language choices and style according to purpose, task,
and audience in various social and academic contexts and adopt and maintain a formal and informal
style and tone in spoken and written texts, as appropriate.
In their spoken and written texts, ELLs ready to exit this level can also use a wider range of complex
general academic and content-specific words and phrases.
ELLs ready to exit this level will use increasingly complex phrases and clauses, produce and expand
simple, compound, and complex sentences, and use a variety of more complex transitions to link the
major sections of speech and text and to clarify relationships among events and ideas.
Interactive: The ability to process and produce level-appropriate written and spoken text
interactively with the purpose of understanding, interpreting, engaging in and transmitting
meaning (2, 5)
ELLs ready to exit this level are able to participate in conversations, discussions, and written
exchanges about a range of topics, texts, and issues. They can build on the ideas of others, express
his or her own ideas, clearly support points with specific and relevant evidence, ask and answer
questions to clarify ideas and conclusions, and summarize the key points expressed.
ELLs ready to exit this level are able to carry out both short and more sustained research projects to
answer a question, gather information from multiple print and digital sources, evaluate the reliability of
each source, and use search terms effectively. They are able to synthesize information from multiple print
and digital sources, integrate information into an organized oral or written report, include illustrations,
diagrams, or other graphics as appropriate, and cite sources appropriately.
Level 6: Advanced ESL
(ELP Standards for AE Level 5)
Interpretive: The ability to process, understand, interpret and/or engage with level-
appropriate literary and informational written and spoken text to construct meaning (1, 6, 8)
ELLs ready to exit the Advanced ESL Level are able to determine central ideas or themes in oral
presentations and spoken and written texts using a wide range of strategies. They can analyze the
development of the themes/ideas, cite specific details and evidence from texts to support the analysis,
and summarize a text.
ELLs ready to exit this level are able to analyze and evaluate the reasoning in persuasive spoken and
written texts, determine whether the evidence is sufficient to support the claim, and cite specific textual
evidence to thoroughly support the analysis.
Using context, questioning, and consistent knowledge of English morphology, ELLs ready to exit this
level are able to determine the meaning of general academic and content-specific words and phrases,
figurative and connotative language, and idiomatic expressions in spoken and written texts about a variety
of topics, experiences, or events.
Productive: The ability to produce level-appropriate written and spoken text such that it
meaningfully transmits meaning (3, 4, 7, 9, 10)
ELLs ready to exit this level are able to deliver oral presentations and compose written informational
texts about a variety of texts, topics or events. They can fully develop the topic with relevant details,
concepts, examples, and information, and integrate graphics or multimedia when appropriate.
ELLs ready to exit this level are able to construct a substantive claim about a variety of topics. They can
introduce the claim and distinguish it from a counter-claim. They are able to provide logically ordered
and relevant reasons and evidence to support the claim and to refute the counter-claim, and provide a
conclusion that summarizes the argument presented.
ELLs ready to exit this level are able to recount a complex and detailed sequence of events or steps in a
process, with an effective sequential or chronological order. They can introduce and effectively develop
an informational topic with facts, details, and evidence, use complex and varied transitions to link the
major sections of speech and text and to clarify relationships among events and ideas, and provide a
concluding section or statement.
ELLs ready to exit this level are able to adapt language choices and style according to purpose, task, and
audience with ease in various social and academic contexts. They can employ both formal and more
informal styles and tones effectively in spoken and written texts, as appropriate.
In their spoken and written texts, ELLs ready to exit this level can use a wide variety of complex general
academic and content-specific words and phrases.
ELLs ready to exit this level will use complex phrases and clauses and produce and expand simple,
compound, and complex sentences.
Interactive: The ability to process and produce level-appropriate written and spoken text
interactively with the purpose of understanding, interpreting, engaging in and transmitting
meaning (2, 5)
ELLs ready to exit this level are able to participate in conversations, extended discussions, and
written exchanges about a range of substantive topics, texts, and issues. They can build on the ideas
of others, express their own ideas clearly and persuasively, refer to specific and relevant evidence
from texts or research to support their ideas, ask and answer questions that probe reasoning and
claims, and summarize the key points and evidence discussed.
ELLs ready to exit this level are able to carry out both short and more sustained research projects to
answer a question or solve a problem. They can gather information from multiple print and digital
sources, evaluate the reliability of each source, and use advanced search terms effectively. They can
synthesize information from multiple print and digital sources, analyze and integrate information into
clearly organized spoken and written texts, include illustrations, diagrams, or other graphics as
appropriate, and cite sources appropriately.
