Graduate School of Education:

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1 Graduate School of Education: Manual for the ESL/Bilingual Licensing Sequence Who to Contact for Important Information Edgewood Central: For questions about: Registration adding/dropping classes, requesting transcripts, graduation forms, changing name or address Financial Aid student loans, scholarships or grants Graduate Admissions Office: or For questions about your Graduate School application, change of status, re- entering Technology Assistance: For questions to do with technology, obtaining passwords, login issues Business Office, or To find out about your account balance, pay a bill, or ask questions about a bill. Main Education Office: Chris Flesher, For DPI license renewal applications and student teacher course vouchers TESOL PROGRAM WEBSITE: esl.edgewood.edu

2 Welcome to Edgewood College and the Graduate School of Education! We are happy that you have chosen Edgewood College to pursue the ESL/bilingual licensing sequence. Our program leads to a State of Wisconsin add on ESL and/or Bilingual license, which must be attached to either a MC- EA license or an EA- A license in Math, Science, English, or Social Studies. An ESL license can also be attached to a Foreign Language license. Our courses are taught by professional scholars and practitioners in the field who are committed to working towards an equitable education for all students. The program is designed to provide a deep understanding of bilingual education and language acquisition emphasizing the role that culture and identity play in the development of the whole child. We are a community of learners who are dedicated to seeking intellectual, creative, and pragmatic ways of working with English language learners in our schools and community. This manual provides an overview of program coursework along with certain ESL/bilingual licensing components required by the Wisconsin Department of Public Instruction. All candidates must attend a mandatory program orientation during their first semester of enrollment. Orientation dates are noted on your Graduate School acceptance letter and are also posted on the TESOL website: Edgewood College offers a variety of professional development and networking opportunities through the School of Education TESOL Program. Please refer to this manual and the program website for additional trainings and opportunities that will allow you to further your development and make valuable connections with colleagues in the field. We hope you will take full advantage of all the opportunities Edgewood College has to offer and we look forward to working with you. The ESL/Bilingual Program Faculty and Staff 2

3 Table of Contents Page Program Requirements Checklist: 4 Courses in the Licensing sequence 5 PRAXIS II 7 Bilingual Proficiency Test 8 Portfolio 9 Student Teaching 11 License Application and Sign- off 12 Additional requirements to complete the M.A. in Education 13 Forms for Graduation and/or Certificate Completion 16 Program opportunities for graduate students 17 Contact information 18 Appendix a. ESL/Bilingual teaching standards 19 b. ACTFL Advanced Low Guidelines 20 3

4 Program Requirements Checklist Program Pre- requisite: A current WDPI license at one of the following levels; Initial Educator, Professional Educator, Masters Educator and within one of the following fields; EC- MC, MC- EA regular education, EA- A Science, Math, English, Social Studies, or EC- A Foreign Language (for ESL add- on only) Please plan to complete: A Program Orientation session that is offered twice per semester (please check our website for upcoming dates) If you are unable to attend a Program Orientation session, please contact your advisor to make an individual appointment to go over the program credits of certification coursework (see pages 5-6) Download a copy of the WIDA Standards for Combined ESL from: The Praxis II 0361 English as a Second Language (see page 7) Bilingual Proficiency Exam (for Bilingual License only) (see page 8) Portfolio (see page 9) Field Experience (see page 10) Final meeting with your advisor to sign off on your license (see page 11) 4

5 Courses in the Licensing Sequence For an updated list of courses offered in a specific semester, please check Edgewood Express at express.edgewood.edu or our website at ESL LICENSING SEQUENCE ED 604A: Second Language Acquisition in the Content Areas This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework while they develop a second language. (Standards One and Three) ED 605B: Paradigms of ESL/Bilingual Education This course will explore the sociolinguistic aspects of bilingualism and ESL/Bilingual education. Students will explore: the history of immigration trends in the United States, the history of dual language instruction nationally, surface and deep cultural norms and social capital of immigrant and refugee students, strategies for developing culturally responsive literacy and discourse practices, ways to involve and encourage the bi- cultural student in the classroom, and theoretical assumptions and research pertaining to sociolinguistic and psycholinguistic components of instruction. (Standard Two) ED 605C: ESL/Bilingual Program Development and Advocacy This course looks at the components of effective ESL program development and design. Certain state and federal guidelines that govern the development and delivery of programs will also be explored. Participants will learn how to advocate for ELL students and address policies and attitudes that affect ELL students, programs, and teachers. Strong emphasis will be placed on exploring effective ways of collaborating with general education teachers. (Standards Four and Five) ED 605A: Applied Linguistics for the ELL Teacher This course is designed to introduce us to the study of language from a broadly linguistic and sociolinguistic perspective. We will explore multiple understandings and interpretations of what language is. Emphasis will be placed on learning how to study and investigate language and the pedagogical implications of this inquiry. Focus will also be placed on recognizing linguistic features as they relate to language instruction. (Standard One) ED 604F: ESL Curriculum Design and Assessment (for those seeking ESL license only) This course will offer a historical study of the pedagogy of ESL in the development of 5

6 oral and literacy skills. We will explore how current knowledge of second language acquisition and learning styles influence the development of effective approaches, methods, and materials for ELL students. Emphasis will also be placed on the complex issues of assessment, testing, and evaluation of ELL students. (Standards Three and Four) ED 693A: Supervised Field Teaching: ESL (for those seeking ESL license only) A supervised field teaching experience with related portfolio development in a school setting appropriate to the level of prospective professional practice. Prerequisite: admission to student teaching. (Standards 1,2,3,4,5) BILINGUAL LICENSING SEQUENCE Completion of all coursework above except ED 604F and ED 693A plus the following: ED 604G: Bilingual Curriculum Design and Assessment (Pre- Req: Proficiency Exam) This course will provide an in depth review of the history and politics of bilingual education in the United States. A rationale for bilingual education will be developed as students reflect individually and collectively on their learning. Students will examine effective bilingual instructional methods in settings across the content areas. Review of current research and curricula will be used to develop practical applications for bilingual settings. (Standards Six and Seven) ED 605D: Biliteracy Development (Pre- Req: Proficiency Exam) This course will consider the processes of teaching literacy in two languages and the challenges of assessing both primary and target language development. Examination of transfer skills from first to second language will be analyzed conceptually and developmentally. Participants will consider appropriate language use for beginning literacy development. (Standards Six and Seven) ED 694A: Mentored Field Experience for Bilingual Education A supervised field mentoring experience with related portfolio development in a school setting appropriate to the level of prospective professional practice. Prerequisite: admission to student teaching. (Standard 1,2,3,4,5,6,7) DUAL LANGUAGE NON- LICENSING CERTIFICATE AT EDGEWOOD Candidates may obtain a non- licensing Institutional Certificate in Dual Language Instruction by completing the following twelve credit course sequence: ED 605C, ED 605D, ED 638, and ED 639 Please find course descriptions for ED 638 and 639 under additional coursework leading towards a Masters. 6

7 PRAXIS II All candidates must successfully complete the Praxis II ESL exam (code 0361) prior to student teaching. This exam is required by WDPI for ESL/bilingual certification and assesses your proficiency in the content knowledge of ESL teaching. The Educational Testing Service (ETS) is the agency that administers the exam and you can access test dates, fees, and registration materials/deadlines on their website at: Please request that your scores be submitted to Edgewood College by entering Edgewood s code in the score recipient section of your registration materials. Code: R1202. ETS will charge an additional fee to have scores sent to an institution not listed on your registration material as a score recipient. Special test accommodations are available for students whose native language is other than English or for students with disabilities. Please contact your advisor for further information regarding registering for accommodations. The required minimum score for this test is 143. To assist with preparation for the exam we suggest the following: Although candidates may take this exam at any time, we highly recommend completing most coursework and definitely Linguistics, prior to taking the exam. ETS provides a Test at a Glance link on their website to practice and view a sample teast ETS offers an online Study Guide for purchase. Information can be found on their website. FYI - Mac users may need to purchase an additional program in order to access the study guide. ETS provides accommodations for candidates whose primary language is other than English or for candidates who have documented disabilities. Please refer to the website for further detail or see your advisor. 7

8 The Bilingual Proficiency Test For Bilingual Candidates Only - This is a pre- requisite for ED 604G and 605D All candidates under a WDPI Emergency Bilingual Teaching License, must take the bilingual proficiency exam during their first semester and in order for us to sign off on any WDPI Emergency Bilingual License Renewal Applications. Proficiency in Spanish is required at an "advanced- low" score on the national ACTFL (American Council on the Teaching of Foreign Language) test (or equivalent) for both the oral (OPI) and written (WPT) portions. (Please see Appendix B for clarification on the required score) There is a fee of $134 for the Oral Proficiency Interview. Oral Proficiency Interview This test is conducted by a certified language tester from ACTFL and is conducted over the phone in our office here at Edgewood. The interview generally lasts 30 minutes. We will place the call to ACTFL for you, and then you will have a one- on- one conversation with the language tester. To schedule the test, you must submit a list to the TESOL/Bilingual Education office of 2 dates and a 2-3 hour window of time on those dates that you would be available for the phone interview. Please be specific regarding both the dates and time period. Testing is available Monday- Friday from 8:00am- 6:00pm. We will then submit your preferences to ACTFL and notify you of your scheduled appointment. The cost for this test is $134. Please bring a check or money order made payable to Edgewood College at the time of your interview. There is a $55 no- show fee. Written Proficiency Test We will offer the written test in- house here at Edgewood, at no additional cost. The test consists of an essay and a sample letter writing exercise. You will be given two hours to complete the test. It will then be scored, using ACTFL guidelines, by the Chair of the Spanish Department. The use of dictionaries, spell checks, or any other support tools are not allowed. To schedule an exam, please contact Erin Teksten at eteksten@edgewood.edu or

9 The Portfolio The ESL/Bilingual license candidate s portfolio is a collection of documentary evidence that demonstrates personal reflection and growth as an ESL/bilingual teacher as well as proficiency towards the Wisconsin ESL/Bilingual Teacher Standards as they align to our coursework (see Appendix A). The ESL/BE Teacher Standards are a component of Standard One in the WDPI Ten Wisconsin Teacher Standards. As you develop your portfolio throughout the program it will come to include reflections, artifacts, assessment records, supervisor and instructor comments of teaching performance, and other appropriate records showing evidence of your accomplishments in the preparation program leading to licensing. The portfolio belongs to and is the responsibility of the candidate. The college does not maintain a file copy of the portfolio. The college does maintain a cumulative record of each candidate s summary assessments, including transcripts and written evaluations of student teaching. There are two required parts to your portfolio: Part I includes evidence of your eligibility for licensure endorsement; Wisconsin Content Guidelines for ESL and Bilingual Education (WIDA Standards), Praxis II scores, Bilingual Proficiency Exam scores, Program GPA, copy of your current WDPI teaching license, evaluations from field experience observations, and a pre and post Self Portrait. Part II includes reflections on your personal growth and evidence of accomplishments in relationship to the Wisconsin ESL/Bilingual Teacher Standards as they align to our courses. Projects and reflections from your courses will be used as artifacts to demonstrate these accomplishments. As you move through the program each course will provide an opportunity for you to develop your portfolio further. Assembling the electronic portfolio: All candidates must attend a mandatory three- hour program orientation during which time students will create their electronic portfolio, receive instructions on assembling the portfolio and complete the first assignment. Information on the orientation dates/times is included in your initial acceptance letter as well as on our program website; esl.edgewood.edu 9

10 Reviewing the portfolio: Although you will be developing your portfolio throughout the program, there will be three points where you will share its content with colleagues and instructors. The first sharing will take place during the program orientation where you will share assignment one with peers and the TESOL Program Coordinator. The second sharing will take place with your peers and college supervisor during the student teaching seminar as you reflect on your growth in the program (see assignment two in your portfolio). The third sharing will take place with your peers and the TESOL Program Coordinator as you present your final focus area project that you will complete during student teaching (see assignment three in your portfolio). 10

11 Student Teaching All candidates must complete a 3- credit field experience for ESL/bilingual licensure, prior to which all of your coursework should be completed and Praxis II exam must be passed. On certain occasions we can allow for one program course to be taken while student teaching. You can access a copy of the Student Teaching Manual at esl.edgewood.edu/studentteaching.htm. Student Teaching Applications: Student teaching applications are due the semester before you intend to student teach and can be downloaded from our website at esl.edgewood.edu/studentteaching.htm. A copy can be found on the last page of this manual. Application deadlines are: February 1 st for Summer or Fall student teaching September 15 th for Spring student teaching Student Teaching Seminars: There are two student teaching seminars. The first takes place at the beginning of the student teaching semester at which time we will go over expectations and candidates will present Assignment #2 from their portfolio to peers and supervisors. The second seminar takes place at the end of the student teaching semester at which time candidates will present their final focus area project for Assignment #3 in their portfolio. Dates will be determined and posted each semester. Student Teaching Categories: There are two categories of student teachers in the graduate program: a. Candidates who are currently teaching in an ESL/bilingual position may complete their field experience on the job during a semester. b. Candidates who are not teaching in an ESL/Bilingual setting must fulfill a minimum of 4 full weeks of field experience within an ESL or bilingual setting during a semester period. The School of Education can arrange for a student teaching placement upon a candidate s request. If you have questions regarding the approval of your current teaching site as a possibility for field experience please contact your advisor. 11

12 Cooperating Teachers and College Supervisors It is the responsibility of all license candidates to find a cooperating teacher for the field experience. This teacher must be licensed in either ESL or Bilingual Education, depending on the license you are seeking. The cooperating teacher must also have completed a student teacher supervision course and have taught for three years. If no one in your current school meets these qualifications, you may request the principal or district ESL/Bilingual Coordinator to act as your cooperating teacher. This information must be provided to us so we can send the required paper work and program expectations to your cooperating teacher. If you are not completing the student teaching on the job then the TESOL Program will be happy to assist you in obtaining a placement and cooperating teacher. You will need to indicate this need on your student teaching application form. The School of Education will determine and provide a college supervisor to work with you during your field experience. Supervisors will be announced during the first student teaching seminar. Both the cooperating teacher and the college supervisor will formally observe you at least twice during your semester of student teaching. If additional observations are deemed necessary your supervisor will arrange these with you. 12

13 License Application and Sign- Off When you have completed all required components for licensure, the final step is to make an appointment with your advisor to sign off on your license. For this meeting, please come prepared with your completed portfolio, your field experience evaluations from your cooperating teacher and college supervisor, and your completed DPI License application with background check. The DPI application you will submit is the Initial Instate Teaching or Pupil Services Application (PI IS) and it can be downloaded from the DPI website at: is.pdf This application includes a background check that must be signed in front of a notary public. A notary can be found at any bank or often at the front desk in the Predolin lobby here at Edgewood. Chris Flesher, the SOE Administrative Assistant is also a notary and is located in DeRicci

14 Additional requirements to complete an M.A. in Education You have the option of taking additional coursework towards earning a Master of Arts in Education with a concentration in either: TESOL (Teaching English to Speakers of Other Languages) Bilingual Education Teaching and Learning Additional coursework for each concentration are listed below and can either be taken simultaneously or after completing your ESL or bilingual licensing sequence. Please inform your advisor if you plan to pursue this option to ensure smooth transition, official graduate requirements, and appropriate status for seeking a degree. Additional courses are three credits each: MA in Education: TESOL ED 624A: Reading: Diagnosis, Assessment, and Programmatic Intervention I This course promotes a deep understanding of specialist and general reading diagnosis techniques and language assessment. Students learn to identify key reader behaviors, assess textual demands of emergent and beginner reader materials, and develop practical interventions. There is sustained focus on phonemic awareness, phonics, reading fluency, vocabulary development, and comprehension strategies for young children through to adolescents. ED 629A: Reading: Diagnosis, Assessment, and Programmatic Intervention II This course develops ethnographic skills through extensive fieldwork and case studies to capturing the student experience of literacy at elementary and adolescent levels. Students develop greater kid watching sensitivities and techniques to better understand and appreciate the multiple ways students experience literacy, especially the diverse experiences of ELL students and students at risk. ED 603: Introduction to Educational Research A study of the nature of research in relationship to educational practice, with attention to research tools, planning and design, methodologies, modes of reporting, samples, and practice. ED 692: Action Research Project (Pre- requisite: ED 603) Planning and conducting an action research project under faculty direction and evaluation. Prerequisite: completion of at least 27 credits toward degree and ED 603. Three additional credits related to the degree to reach a total of 33 degree credits 14

15 MA in Education: Bilingual Education ED 638: Foundations of Dual Immersion Instruction This course will focus on the principles of dual language immersion. Participants will examine program models as they apply to the policies and practices that inform literacy curriculum and pedagogy in dual language- biliteracy settings. The outcome of this course will be for educators to develop ideological clarity about quality dual immersion classroom practices. ED 639: Language Focused Instruction and Practice (Pre- requisite: ED 638) This course will examine the fundamentals of dual language instruction with a special emphasis on culturally relevant instruction. The course will guide educators on how to introduce and develop dual language acquisition from kindergarten through twelfth grade. Focus will be placed on how teachers promote oral and written structures in language to develop dual academic literacy. ED 603: Introduction to Educational Research A study of the nature of research in relationship to educational practice, with attention to research tools, planning and design, methodologies, modes of reporting, samples, and practice. ED 692: Action Research Project (Pre- requisite: ED 603) Planning and conducting an action research project under faculty direction and evaluation. Prerequisite: completion of at least 27 credits toward degree and ED 603. Three additional credits related to the degree to reach a total of 36 degree credits MA in Education: Teaching and Learning ED 601: Foundations of Instruction Research- based study of teaching and learning, including review of instructional models and their use with varied age groups and programs. ED 602: Curriculum Planning A study of curriculum planning at the elementary, middle, and secondary levels; topics include purpose, population, scope, sequence, evaluation, and development in curriculum design, including various approaches to curriculum organization and innovation. ED 603: Introduction to Educational Research A study of the nature of research in relationship to educational practice, with attention to research tools, planning and design, methodologies, modes of reporting, samples, and practice. ED 692: Action Research Project (Pre- requisite: ED 603) Planning and conducting an action research project under faculty direction and evaluation. Prerequisite: completion of at least 27 credits toward degree and ED 603. Three additional credits related to the degree to reach a total of 33 degree credits 15

16 Forms for Graduation and/or Certificate Completion Graduate Degrees: All candidates must complete Graduation Forms and submit them to Edgewood Central the semester prior to their intended graduation date. The forms will need to be signed by your advisor before you submit them. Graduation Forms are located outside the Edgewood Central office. By submitting these forms, the registrars office will be notified of your intended graduation date and will run a degree audit to determine your eligibility for graduation. Once this occurs you will be notified of any remaining requirements. You will then receive numerous communications through your Edgewood providing you with detailed information about how to order caps and gowns, dates of ceremonies, receiving diplomas, etc. Institutional Certificates: If you would like the College to indicate on your transcript that you received an Institutional Certificate, you will need to fill out a Certificate Application Form the semester prior to your intended completion date. As above, the forms notify the registrars office to complete an audit and include the certificate on your transcript. These forms will need to be signed by your advisor and can be accessed at the registrars office or at the following site: edgewood.edu/sites/services/rgs/shared%20documents/certificate%20application Depending upon your program you may be eligible for the following certificates: English as a Second Language (ESL) Bilingual Education Dual Immersion Please note that Certificates will not automatically show up on your transcripts unless an application has been received. 16

17 Program opportunities for graduate students Edgewood College offers a number of mentoring and professional development opportunities for teachers. For more information about any of the following, please contact program staff or check the website. ESL/Bilingual Networking Conference Twice a year, Edgewood College offers an opportunity for teachers to share with and learn from their colleagues surrounding current topics in the field of ESL program development and working with ELLs. This conference coincides with WEAC and is offered in October and February. Past conference topics have included: Working with administrators, curriculum and resource sharing, and using the dialogical approach in the classroom. TESOL Website Blog For program announcements, opportunities, updates, and resources, visit our program blog at: La Maestra This professional development opportunity for teachers working with Latino students is a 1, 3, or 6 graduate credit program with a focus on the Educational system, language and culture of Mexico. Following an orientation and a historical summary of Mexican Education, participants travel to Morelia, Mexico. During the three- week stay, participants take language courses, stay with a host family, and participate in local school observations and workshops to learn about the education system of Mexico. Upon return, participants share experiences and projects in a follow- up seminar. Please contact Erin Teksten for program dates. 17

18 Contact Information ESL/Bilingual Program Staff Address: Sheila Hopkins Physical Location: ESL/Bilingual Program Coordinator, Advisor DeRicci Mailing Address: ESL/Bilingual Program Erin Teksten 1000 Edgewood College Dr. ESL/Bilingual Program Assistant Madison, WI Website: Additional Important Contact numbers Edgewood Central: For questions about: Registration adding/dropping classes, requesting transcripts, graduation forms, changing name or address Financial Aid student loans, scholarships or grants Technology Assistance: For questions to do with technology, obtaining passwords, login issues Business Office, or To find out about your account balance, pay a bill, or ask questions about a bill. Main Education Office: Chris Flesher, To submit DPI license renewal application forms, process final DPI license applications, submit free course vouchers for taking student teachers 18

19 Appendix A: WDIP ESL/Bilingual Teacher Standards Standard 1. Language Competence Teachers have a high degree of fluency in English, comprehend the linguistic and paralinguistic features of the English language, and recognize the processes through which languages are acquired in both formal and informal contexts. Standard 2. Developmental, Social, Political, and Cultural Contexts Teachers of English language learners address the developmental, social, political, and cultural contexts of their students lives and educational experiences. They comprehend how these relate to classroom performance and educational practice. Standard 3. Curriculum, Instruction, and Assessment Teachers employ effective curriculum, instruction, and assessment practices for English language learners and possess knowledge of the content taught in schools. Standard 4. The School Environment Teachers recognize the importance of situating support programs for English language learners within the context of the school and community to ensure their academic success. Standard 5. Professional Development Teachers are reflective practitioners who continually engage in ongoing professional development, networking, research, and innovation (see Standard 9, Wisconsin Teacher Standards). Teachers actively seek out opportunities to grow and contribute professionally. Additional Bilingual Teacher Standards: Standard 6: Linguistic and Cultural Proficiency Teachers have achieved an advanced level of proficiency in the language of the students and a deep understanding of the cultures of the students through intensive experiences. Standard 7: Bilingual Pedagogy Teachers will recognize the purpose and management of dual language instruction, including curriculum design, instructional practice, and assessment. 19

20 Appendix B: ACTFL - Advance Low Proficiency Guidelines Guidelines for an Advanced-Low Score on the Oral Proficiency text are as follows: Speakers at the Advanced-Low level are able to handle a variety of communicative tasks, although somewhat haltingly at times. They participate actively in most informal and a limited number of formal conversations on activities related to school, home, and leisure activities and, to a lesser degree, those related to events of work, current, public, and personal interest or individual relevance. Advanced-Low speakers demonstrate the ability to narrate and describe in all major time frames (past, present and future) in paragraph length discourse, but control of aspect may be lacking at times. They can handle appropriately the linguistic challenges presented by a complication or unexpected turn of events that occurs within the context of a routine situation or communicative task with which they are otherwise familiar, though at times their discourse may be minimal for the level and strained. Communicative strategies such as rephrasing and circumlocution may be employed in such instances. In their narrations and descriptions, they combine and link sentences into connected discourse of paragraph length. When pressed for a fuller account, they tend to grope and rely on minimal discourse. Their utterances are typically not longer than a single paragraph. Structure of the dominant language is still evident in the use of false cognates, literal translations, or the oral paragraph structure of the speaker's own language rather than that of the target language. While the language of Advanced-Low speakers may be marked by substantial, albeit irregular flow, it is typically somewhat strained and tentative, with noticeable self-correction and a certain 'grammatical roughness.' The vocabulary of Advanced-Low speakers is primarily generic in nature. Advanced-Low speakers contribute to the conversation with sufficient accuracy, clarity, and precision to convey their intended message without misrepresentation or confusion, and it can be understood by native speakers unaccustomed to dealing with non-natives, even though this may be achieved through repetition and restatement. When attempting to perform functions or handle topics associated with the Superior level, the linguistic quality and quantity of their speech will deteriorate significantly. Guidelines for an Advanced-Low Score on the Written Proficiency test are as follows: Able to write routine social correspondence and join sentences in simple discourse of at least several paragraphs in length on familiar topics. Can write simple social correspondence, take notes, write cohesive summaries and resumes, as well as narratives and descriptions of a factual nature. Has sufficient writing vocabulary to express self simply with some circumlocution. May still make errors in punctuation, spelling, or the formation of non-alphabetic symbols. Good control of the morphology and the most frequently used syntactic structures, e.g., common word order patterns, coordination, subordination, but makes frequent errors in producing complex sentences. Uses a limited number of cohesive devices, such as pronouns, accurately. Writing may resemble literal translations from the native language, but a sense of organization (rhetorical structure) is emerging. Writing is understandable to natives not used to the writing of non-natives. 20