Learner Proficiency Levels (Literacy to Advanced)

"The challenge with mixed-ability groups is to satisfy both equity and excellence. . . How can you provide access for struggling learners . . . without denying the needs of highly able learners to work at a pace and level of complexity appropriate to their special learning needs?"
Carol Ann Tomlinson, educator, speaker, author of The Differentiated Classroom
 

According to Wikipedia, “language (linguistic) proficiency is the ability of an individual to perform in an acquired language.  As theories vary among pedagogues as to what constitutes proficiency, there is little consistency as to how different organizations classify it.  Additionally, fluency and language competence are generally recognized as being related, but separate controversial subjects.”

“Level 0” may be called “no proficiency,” “pre-literate,” or “pre-production.” The first stage of language acquisition is then designated “elementary,” “basic,” or “literacy level.”  Next comes “limited proficiency” or “beginning,” followed by “intermediate” or “developing,” and progressing to “advancing” or “advanced.” All such “stages of linguistic proficiency” invite interpretation, definition, and sub-categorization, of course. And there are even “higher levels” called “professionally or fully competent,” “near-native,” or “native-speaker mastery.”

Whether language instruction is part of a “regular English,” an “English as a second language,” or a foreign language course of study, students may be placed into classes or grouped according to their demonstrated abilities; these may differ in oral vs. written skills areas—and be further differentiated according to what learners are perceived as able to “do” with language.
 
Descriptions of language competencies tend to include phrasing like “satisfy basic needs,” “ask and answer questions on (familiar) topics,” “understand (simplified) speech (at a normal rate of speed)” “satisfy (routine) social demands,” “fulfill (limited) work requirements,” “handle (elementary) constructions (with confidence),” “speak (slowly or haltingly but) comprehensibly,” “demonstrate comprehension (that is complete),” “participate in (formal, informal) conversations on (practical, social, professional) topics (with reasonable ease),” “decode or sight-read (simple) words,” “comprehend reading material (at a particular ‘grade level’),” “write (sentences, notes, letters, paragraphs, compositions, essays),” and many more. “Student learner outcomes” and/or “measurable results” are often a part of these criteria.

Although Authors & Editors encourages and helps teachers/learners to find and “perform at” their own levels of proficiency, most of its products are “tiered” in various ways.  For instance, the topics, tasks, pages, and expectations of a single text, workbook, or Tear-Off Pad are likely get progressively more “challenging.”  Also, they may be part of a sequenced series. 

Multi-element “packages” like Card Packs with Activity & Idea Books usually classify word-level items according to their frequency in the language, the “regularity” of their phonics/spelling patterns, their length, etc.; users choose specific products according to their perceived or proven level of difficulty. If Content & Culture materials include reading selections, they may range from shorter, simpler formats to longer, more sophisticated forms.  In addition, the “Everything to Know Now About ... How-to Teacher Resource Books” (Alphabet Answers, honicSpelling and [Still] Doing without the Photocopier) include lower and higher Level Variations in every idea section or set of instructions.  For these and other reasons, most Authors & Editors products are well-suited for “differentiated instruction” in multi-level classrooms or learning labs.

An Alphabetized Product List  will give you an overview of books, games, and ancillaries available for purchase from Authors & Editors. 

The titles of all items in the Authors & Editors Online Store can be viewed in alphabetical order. The screen can also display them according to the categories they fit:  Activity & Idea Books; Alphabet Letters & Symbols, Answer Key;  Self-Teaching; Audio Tapes/CD's/DVD's; Board Games; Books for Students; Cards or Card Decks; Classroom-Ready Materials; Content & Culture; Grammar/Sentence Structure; Instructors' Guides/Teachers' Editions; Integrated or Multiple Language Skills; Language Learning Levels: Ba = Basic (Literacy) Level; Language Learning Levels: Be = Beginning Level; Language Learning Levels: I = Intermediate Level; Language Learning Levels: A = Advanced Level; Oral Language Skills = Listening & Speaking; Phonics & Spelling; Phrasing/Paraphrasing; Pronunciation & Accent Acquisition; Reproducible Masters; Resource Books for Teachers/Learners; Vocabulary, Focus on; Word Level Skills; Written Language Skills = Reading & Writing

The Online Authors & Editors Creative Language Teaching & Learning Catalog offers detailed info about products in this order: Pre-Word, Word Level, Phrases & Sentences, Grammar & Structure, Oral Language, Written Language, Integrated Skills, Teaching/Learning Resources, Content & Culture.