LANGUAGE FUNCTIONS and FORMS

The English Language Proficiency Standards are written as pathways to the Oregon English Language Arts standards. The ELP
Standards are designed to supplement the ELA standards to ensure that LEP students develop proficiency in both the English language
and the concepts and skills contained in the ELA standards. They can be found on the web at
www.ode.state.or.us/teachlearn/standards/elp/files/all.doc.
This section contains language functions and forms that native English speakers acquire mostly before entering school or naturally at
home. These language functions and forms, however, need to be explicitly taught to English language learners (ELLs). They may be
taught to ELLs at all grade levels, and as the need and context arises.

Forms of a language deal with the internal grammatical structure of words. The relationship between boy and boys, for example, and
the relationship (irregular) between man and men would be forms of a language.

A language function refers to the purpose for which speech or writing is being used.
In speech these include:
giving instructions

introducing ourselves

making requests

In academic writing we use a range of specific functions in order to communicate ideas clearly.
These include:
describing processes

comparing or contrasting things or ideas, and

classifying objects or ideas

The contrast between form and function in language can be illustrated through a simple medical analogy. If doctors studied only a
limited portion of the human system, such as anatomical form, they would be unable to adequately address their patients needs. To
fully treat their patients, physicians must understand the purposes of the human body and the relationships between organs, cells, and
genes (Pozzi, 2004). Similarly, ELLs need to understand both the form (structure) and the function (purpose) of the English language
in order to reach higher levels of proficiency.

Pozzi, D.C. (2004). Forms and functions in language: Morphology, syntax. Retrieved March 10, 2005, from University of Houston, College of Education
Web site: http://www.viking.coe.uh.edu/grn11.intr/intr.0.1.2.htm
 Language Functions and Examples of Forms
Language Function Examples of Language Forms
Expressing needs and likes Indirect/ direct object, subject/ verb agreement, pronouns

Describing people, places, and things Nouns, pronouns, adjectives

Describing spatial and temporal relations Prepositional phrases

Describing actions Present progressive, adverbs

Retelling/relating past events Past tense verbs, perfect aspect (present and past)

Making predictions Verbs: future tense, conditional mode

Asking Informational Questions Verbs and verb phrases in questions

Asking Clarifying Questions Questions with increasing specificity

Expressing and Supporting Opinions Sentence structure, modals (will, can, may, shall)

Comparing Adjectives and conjunctions, comparatives, superlatives, adverbs

Contrasting Comparative adjectives

Summarizing Increasingly complex sentences with increasingly specific

vocabulary
Persuading Verb forms

Literary Analysis Sentence structure, specific vocabulary

Cause and Effect Verb forms

Drawing Conclusions Comparative adjective

Defining Nouns, pronouns, and adjectives

Explaining Verb forms, declarative sentences, complex sentences, adverbs of

manner
Generalizing Abstract nouns, verb forms, nominalizations

Evaluating Complex sentences; increasing specificity of nouns, verbs, and

adjectives
Interpreting Language of propaganda, complex sentences, nominalizations
Sequencing Adverbs of time, relative clauses, subordinate conjunctions

Hypothesizing and speculating Modals (would, could, might), compound tenses (would have
been)
 ACQUISITION OF LANGUAGE FUNCTIONS AND GRAMMATICAL FORMS
1. Language Function: Expressing Needs and Likes
BEGINNING
Students demonstrate minimal
comprehension of general
meaning; gain familiarity with the
sounds, rhythms and patterns of
English. Early stages show no
verbal responses while in later
stages one or two word responses
are expected. Students respond in
single words and phrases, which
may include subject or a predicate.
Many speech errors are observed.
(bear, brown)
One or two-word answers (nouns
or yes/no) to questions about
preferences, (e.g., two, apples, or
tree)
ALL GRADES
EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET
INTERMEDIATE FORMS:
Students demonstrate Students demonstrate good Students demonstrate Students comprehension
increased comprehension comprehension of general consistent comprehension of general and implied
of general meaning and meaning; increased of general meaning; good meaning, including
some specific meaning; use comprehension of specific understanding of implied idiomatic and figurative
routine expressions meaning; responds in more meaning; sustain language. Students
independently and respond complex sentences, with conversation, respond with initiate and negotiate
using phrases and simple more detail using newly detail in compound and using appropriate
sentences, which include a acquired vocabulary to complex sentences; discourse, varied
subject and predicate. experiment and form actively participate using grammatical structures
Students show basic errors messages. (The brown more extensive vocabulary, and vocabulary; use of
in speech. (The bear is bear lived with his family use standard grammar with conventions for formal
brown. He is eating.) in the forest.) few random errors. (Can and informal use.
bears live in the forest if (Would you like me to
they find food there?) bring pictures of the
bear that I saw last
summer?)
Simple sentences with Elaborated sentences with Sentences with Complex sentences, Sentence Structure:
subject/verb/object. I subject/verb/object subject/verb/object and perhaps with tags or The basic sentence
like/dont like(object) dependent clause embedded questions structures that we use
. I need a /some to express needs and
(object). likes are foundations
to the more complex
sentence structure we
use for academic
purposes.
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2. Language Function: Describing People, Places and Things
BEGINNING EARLY INTERMEDIATE
INTERMEDIATE
Common nouns and adjectives Simple sentences with the
verb to be, using common
nouns and adjectives. The
(my, her) ______ is/are
_______. A (it) has/have
_________.
3. Language Function: Describing Location
BEGINNING EARLY
INTERMEDIATE
Demonstrated comprehension of Simple sentences with
total physical response prepositional phrases
commands, including prepositions (e.g., next to, beside,
(e.g., on, off, in, out, inside, between, in front of, in
outside) back of, behind, on the
left/right, in the middle of,
above, below, under)
4. Language Function: Describing Action
BEGINNING EARLY
INTERMEDIATE
Demonstrate comprehension Present progressive
(perform or describe actions)
5. Language Function: Retelling/Relating Past Events (Kinder General Understanding
BEGINNING EARLY INTERMEDIATE
INTERMEDIATE
Single words in response to past Simple sentences with
tense question past progressive __
(pronoun) ___ was/were
_____-ing.
Elaborated sentences
has/have/had or
is/are/were with nouns
and adjectives
INTERMEDIATE
May include two
prepositional phrases with
more difficult
prepositions (e.g., in front
of, behind, next to)
INTERMEDIATE
Variety of verb tenses and
descriptive adverbs
EARLY ADVANCED
Simple sentences with
regular and irregular past
tense verbs
Yesterday/Last ____/On
___day (pronoun) ____ -
EARLY ADVANCED ADVANCED TARGET FORMS
Compound sentences with Complex sentences with Nouns Pronouns and
more specific vocabulary more specific vocabulary Adjectives: Students
(nouns, adjectives) (nouns, adjectives) learn to understand and
generate oral and written
language with nouns,
pronouns and adjectives.
EARLY ADVANCED ADVANCED TARGET FORMS
Complex sentences with Complex sentences with Prepositional Phrases:
phrases using prepositions phrases using prepositions Students learn to
(e.g., beneath, within) (e.g., beneath, within) understand and generate
oral and written
language with
prepositional phrases.
EARLY ADVANCED ADVANCED TARGET FORMS
Adverb clauses telling Adverb clauses telling Present Progressive,
how, where, or when how, where, or when. Adverbs: Students learn
to understand and
generate oral and written
language skills with
present progressive and
adverbs.
ADVANCED TARGET FORMS
Compound sentences Present progressive/past Past Tense Verbs:
using past tense and perfect tense with Students learn to
adverb specialized prepositions understand and generate
_____ have/has been oral and written
____-ing since/for ____. language with past tense
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 ed (prep. phrase or other verbs.
direct object). First ___
and then __ . Finally
6. Language Function: Making Predictions
BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
In response to questions, may The _____ is/are going to The ________ will Conditional (could, might) Conditional (could, Verbs: Future Tense,
respond by circling, pointing, and ______. ________. mood in complex might) mood in complex Conditional Mood:
so on, or answer with one or two sentences sentences Students learn to
words understand and generate
oral and written
language with future
tense verbs and
conditional mood.

7. Language Function: Asking Informal Questions

BEGINNING
Simple questions about familiar
or concrete subjects
EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Present or present Who, what, where, why Detailed questions with Detailed questions with Verbs and Verb Phrases
progressive tense questions with do or did who, what, when, where, expanded verb phrase in Questions: Students
questions with to be why and how learn to understand and
generate oral and written
language with verbs and
verb phrases in
questions.

8. Language Function: Asking Clarifying Questions

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Not Applicable Formula questions Formula questions A variety of fairly specific Varied, specific questions Questions with
clarifying classroom clarifying classroom questions clarifying clarifying procedures or Increasing Specificity
procedures, rules and procedures, rules and procedures or content content
routines routines

9. Language Function: Expressing and Supporting Opinions

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
I like/dont like ______ (concrete I think/agree with (dont) I think/agree with (dont) In my opinion ____ Complex sentences using Sentence Structure
topics). ______. ____ because _____. should ____ because/so modals and clauses
______.

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10. Language Function: Compacting
BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Single words or phrases in Sentences with Subject/verb/adjective, Varied sentence structures Complex sentence Adjectives and
response to concrete comparison subject/verb/adjective but _____. with specific comparative structure with specific Conjunctions
questions showing similarities and Adjective with er or est adjectives and phrases comparative language
differences

11. Language Function: Contrasting

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Sentences with Subject/verb/adjective Subject/verb/adjective, Approximately used Comparative Adjectives
subject/verb/adjective like ____ but both idiomatic phrases and
showing similarities and subject/verb/adjective subject/verb, but contrasting words (e.g.,
differences whereas, and in contrast)

12. Language Function: Summarizing

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Simple sentences with key Compound sentences Conjunctions that Conjunctions that Increasingly Complex
nouns, adjectives, and with and/but summarize (to conclude, summarize (indeed, Sentences with
verbs indeed, in summary, in therefore, consequently) Increasingly Specific
short) Vocabulary

13. Language Function: Persuading

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Imperative verb forms Complex sentences with Complex sentences with Verb Forms
future and conditional varied verb forms and tag
questions, idiomatic
expressions or embedded
clauses

14. Language Function: Literary Analysis

BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Single words for character and Simple sentences Compound sentences Descriptive language in Specific descriptive Sentence Structure and
setting (subject/verb/adjective) with and, because, more complex sentences language in complex Specific Vocabulary
(subject/verb/object) before, after sentences

7
15. Language Function: Cause and Effect Relationship
BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Answer cause and effect Descriptive sentences Complex sentences with Conditional: If ___ Verb Forms
question with a simple with past tense verbs past tense verbs had/hadnt _____. _____
response would/wouldnt have
_____.

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16, Language Function: Draw Conclusions
BEGINNING
17. Language Function: Defining
BEGINNING
Patterned responses: A table is
furniture/ A boy is a person.
18. Language Function: Explaining
BEGINNING
19. Language Function: Generalizing
BEGINNING
EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Comparative adjectives Comparative adjectives Comparative adjectives Comparative Adjectives
with past tense verbs in with conjunctions such as with idiomatic phrases
simple sentences although, because, that and passive voice
EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Simple terms, aspects of Connected text including Concrete and abstract Clear, well-structured, Nouns, Abstract Nouns,
concrete and familiar irregular nouns, personal, topics using irregular detailed language on Pronouns, Adjectives:
objects, regular nouns possessive pronouns and nouns, singular and plural, complex subjects, Students learn to define
singular and plural, adjectives with some personal and possessive showing controlled use of concrete and abstract
personal pronouns, irregular past tense verbs pronouns and adjectives nouns, pronouns, objects/concepts with
present tense, simple adjectives correct nouns, pronouns,
sentences and adjectives
EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Main points in familiar Explain simple, Get across important Get across which point Verb Forms- Indicative
idea or problem with straightforward points using declarative, he/she feels is most verb (makes a statement
some precision using information of immediate compound and complex important using regular of fact), Declarative
simple indicative verb relevance, using regular sentences, regular and and irregular verb forms, Sentences, Complex
forms in simple verbs and adverbs of irregular verb forms adverbs of manner and Sentences, Adverbs of
declarative sentences manner in declarative Complex: As I came home, compound-complex Manner:
(Large oaks grew in the sentences and compound I stopped at the store. sentences. Students learn to develop
park/ The length of the sentences (Maria planted Compound: The children Adverbs of manner: The and use explanations
room is 40 feet.) the petunia seeds who came in early had children who sang loudly using appropriate verb
carefully.) refreshments, but those got a cookie, but those forms, declarative and
who came late had none. who didnt sing had none. complex sentences and
adverbs of manner.
EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Imperative mode: Indicative mode: makes a Subjunctive mode: Nouns Common,
expresses command statement of fact (The expressing a condition Collective and Abstract
(Take me home. Stay temperature is low.) contrary to fact or Nouns; Verb Forms:
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20. Language Function: Evaluating
BEGINNING
Adjectives that point out
particular objects (that wagon,
those toys, each person, every
girl)
Number adjectives: (two men, ten
ships, the third time, the ninth
boy)
21. Language Function: Interpreting
BEGINNING
Interpret a single phrase at a time,
picking up familiar names, words,
and basic phrases (DOnofrio
chocolates are the best.)
22. Language Function: Sequencing
BEGINNING
Subject
(The girl who was sick went
home.)
Natural sequencing
there.) Abstract nouns: name expressing a doubt (If Students learn to develop
Collective nouns name, as things or ideas that people only he were here.) and use generalizations
a unit, the members of a cannot touch or handle using abstract nouns,
group (herd, class, jury, (beauty, honesty, comfort, verb forms and
congregation). love). nominalizations.
EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Adjectives used to limit: Evaluate simple direct Qualify opinions and Convey finer, precise Complex Sentences;
(few horses, much snow, exchange of limited statements precisely in shades of meaning by Increasing Specificity of
little rain) information on familiar relation to degrees of using, with reasonable Nouns, Verbs, and
and routine matters using certainty/uncertainty, accuracy, a wide range of Adjectives; Correlative
simple verbs and belief/doubt, likelihood, qualifying devices, such Conjunctions:
adjectives. etc. as adverbs that express Students learn to
Correlative conjunctions degree (This class is too understand and use
are used in pairs: both hard.); clauses expressing complex sentences using
and; not only but also limitations (This is a very specific nouns,
(Neither the teacher nor school van, but it is only verbs and adjectives.
the students could solve used for sports.); and
the problem.) complex sentences
EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Interpret short, simple Interpret short, simple Interpret a wide range of Interpret critically Language of
texts containing the texts on familiar matters long and complex texts, virtually all forms of the Propaganda, Complex
highest frequency of a concrete type, which appreciating subtle written language Sentences:
vocabulary consist of high frequency distinctions of style and including abstract, Students learn to identify
everyday or school- implicit as well as explicit structurally complex, or and interpret the
related language meaning highly colloquial non- language of propaganda
literary writings and use complex
sentences.
EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
Direct object Prepositional object Possessive Object of comparison Adverbs of time,
(The story that I read was (I found the book that (I know the woman whose (The person whom Susan Relative clauses,
long.) John was talking about.) father is visiting.) is taller than is Mary.) Subordinate
Indirect object Subordinate conjunctions- conjunctions:
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(I hit him and he fell over.)
23. Language Function: Hypothesizing and Speculating
BEGINNING
24. Language Function: Summarizing
BEGINNING
Copy out short texts;
can copy out single words and
short texts
(The man to who[m] I
gave the present was
absent.)
EARLY INTERMEDIATE
INTERMEDIATE
EARLY
INTERMEDIATE
Paraphrase short written
passages in a simple
fashion, using the original
text wording and
ordering; pick out and
reproduce key words and
phrases or short sentences
from a short text within
the learners limited information from several
competence and
experience
Auxiliary verbs that
indicate futurity: will and
shall
INTERMEDIATE
Summarize extracts from
news items, interviews or
documentaries containing
opinions, argument and
discussion; summarize
the plot and sequence of
events in a poem or play;
collate short pieces of
sources and summarize
them for someone else
used to join two
grammatical parts of equal
rank (Although he worked
hard, he did not finish his
homework.)
EARLY ADVANCED
Auxiliary verb indicating
desire or intent: would
EARLY ADVANCED
Summarize a wide range
of factual and imaginative
texts, commenting on and
discussing contrasting
points of view and the
main themes
Students learn
sequencing using
adverbs of time, relative
clauses and subordinate
conjunctions.
ADVANCED TARGET FORMS
Auxiliary verbs include Modals (would, could,
modal verbs, which may might), Compound
express possibility: may, tenses (would have
might, can, could. been):
Students learn to
hypothesize and
speculate using modals
and compound tenses.
ADVANCED TARGET FORMS
Summarize information Modals (would, could,
from different sources, might), Compound
reconstructing arguments tenses (would have
and accounts in a been):
coherent presentation of Students learn to
the overall result summarize and speculate
using modals and
compound tenses.
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