The English language proficiency standards outline the English language proficiency level descriptors and student expectations for Emergent Bilinguals (EBs). School districts shall implement this section as an integral part of each subject in the required curriculum.

Classroom instruction that effectively integrates second language acquisition with quality content area instruction ensures that EBs acquire social and academic language proficiency in English, learn the knowledge and skills in the TEKS, and reach their full academic potential.

Effective instruction in second language acquisition involves giving EBs opportunities to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read and hear, and are expected to speak and write.

The cross-curricular second language acquisition skills apply to EBs in Kindergarten-Grade 12. The English language proficiency levels of beginning, intermediate, advanced, and advanced high are not grade-specific. EBs may exhibit different proficiency levels within the language domains of listening, speaking, reading, and writing.