LANGUAGE FUNCTIONS and FORMS

The Engl ish Language Proticicncy Stanuards are written as pathways to the Oregon English Languagc Arts standards. Thc ELP
Standards aro.: designed to supplemcnt thc ELA standards 10 ensure lhat LEP s1udcn1s dcvelop proliciency in both lhc English languagc
and 1he concepts and ski lis containcd in 1he EL/\ stanclards. Thcy can be found on the web at
\\ ww.ode.state.o r .uslteachlea rn/sta nda rds/elp/files/a ll.doc.
This scction contains languagc functions and forms that native English speakers acquirc mos1ly before cntering school or narurally al
home. These language functions and forms. however. need 10 be expl1ci1 1y laught to English language learners (ELLs). They may be
taught to ELLs at all grade levels. andas the need and context arises.

Forms of a language deal wi1h the interna! grammatical structure of words. The relatíonship between buy and buys. for example. and
thc relation!thip (irregular) berween /17(//1 and /lle/1 would be forms or (l language.

A language function refers 10 1he purpose for which speech or writing is being used.
In speech these includc:
• giving instructions

• in1roducing ourselvcs

• making requests

In aclldemic writing we use a range of speci fic functions in order to communicate ideas clearly.
These include:
• dcscribing processcs

• comparing or contrasling lhings or ideas. and

• classifying objccts ur ideas

The \:Untrast betwcen form and funrtion in languagc can be illustratcd thruugh a simple medical analogy. lf doctors srudicd onl) a
limitetl ponion ofthc human system, such as anatomical form, 1hey \\Ottld be unable to adequately atldrcss thcir patient's needs. To
fully treat their patients, physicians must understand the purposcs of thc human body and the rcla1ionships be1ween organs, ce lis, and
genes (Pozzi, 2004). Sunilarly, ELLs necd to unders1and both the form (struclurc) and the function (purposc) ofthc Engl ish languagc
in ordcr to rcach highcr levcls of proficicncy.

Pozz•. D.C. (2004). Forms and functions in language: Morphology. syntax. Retneved March 10. 2005. from U111vers11y of Houston. College of Educa11on
Web s•te: httplfwww vik•ng.coe.uh.edulgrn 11 .mlrfintr.0.1 .2 htm
 Language Functions an dE xamp es o fF orms

Langua2e Function Examples of Language Forms

Jndirccl' direct object, subjccú vcrb agreemcnt, pronouns
Expressing neeus anu likes

Oescribing people. places. and things Nouns, pronouns, adjectives

Describing spatial and temporal relallons Pn.:pusitional phrase:.

Describing actions Present progressi\'e, ad,erbs

Rctclling/relating past cvents Pa~t tense verbs. pcrfcct aspect (present and past)

Making predictions
Vcrbs: future tense, cunuitiunal mude

Asking lnformational Questions Verbs and verb phrases in questions

Asking Clarifying Questions Qucstions with increasing specificity

Expressing anu Supporting Opinions

Scntcnce structurc. modals (will, can. may. shall)

Comparing
Adjectives and conjunction~. comparatives. :.uperlatives, adverbs

Contrasting Comparative adjectives

Summarizing
Jm:n:asingly complex !>t:ntenct:s with incn:asingly specific
'ocabulary
Persuading Verb forms

Literary Analysis
Scntence structurc. ·pccilic vocabulary

Caust> anu Efft>ct Vcrb forms

Drawing Conclusions
Comparative adjectl\ e

Odining
Nouns, pronouns, and :.djcctives

Explaining Verb forms, declarative ~entences, complex sentences. adverb:. of

manner
Generalizing Abstract nouns. vcrb forms. nominahzations

Evaluating
Complex sentem:es; im:rcasing specificity of nouns, verbs, und
adjcctives
lnterpreting
Language of propaganda. complex sentences. nominalizations
Sequencing Adverbs of time, relative el auses, subordinate conjunctions

Hypothesizing and spcculating Modals (wuuld, could, might), compound tenses (would ha ve
been)
 ACQUISITION OF LANGUAGE FUNCT IO NS ANO GRAMMATICAL FORMS
ALL GRADES
l. Language Function: Exprcssing Needs and Likes
BEGINNING EA RLY INTERMEDIA TE EA RL Y ADV ANCED ADVANCED TARGET
INTE RM EDIATE FORMS:
Students demonstrate minimal Students demonstrate Studcnts dcmonstrate good Studcnts Jcmonstratc Students' comprchcnsion
comprehension of general increased comprehension comprehension of general consisten! comprehension of general and implíed
mcaning; gain familiari ty with the of general m..:aning and meaning; incrcascd of general mcaning; good mcaning, including
sounds, rhythms and paltems of some specitic meaning; use comprehension of speci tic understanding of irnplied idiomatic and tigurati ve
English. Early stages show no routine exprcssions meaning; responds in more mcaning; sustain languagc. Studcnts
verbal responses whilc in later independcntly and rcspond complex sentcnces, with conversation, respond with initiatc and negotiate
stages onc or two word responses using phrascs and simple more dctail using newly dctai l in compound and using appropriatc
are expected. Students rcspond in sentenccs, which include a acquired vocabulary w complcx scntcnccs; discourse. varicd
single words and phrases, wh ich subject and pn:d icate. experiment and form actively panicipate using grammatical strucrures
may inc ludc subjcct ora prcdicatc. Studcnts show basic crrors mcssages. (Tire hmw11 more extcnsive vocabulary. and vocabulary: use of
Many speech errors are observeú. in speech. 0/re lwar i., hcar li l'l•il ,.·itlr /u\ .fámif.r use standard grammar with conventions for formal
(hcar. hrmnr) broh'll. /-1¡• ¡, ¡•ating.) in tire jorc~t.) fcw random crrors. ((·a u and informal use.
hi•an lh·c in tire jornr ij ( 11 oultf .ro u li/,r me to
rlw.rfindjood tlrcn<'J hriug picw re.' t~( rh e
hear tlwt 1 \1111" la.1t
\ll/111/ll'f:') 1

One or two-word answers (nouns Simple sentences with Elaborated sentences with Sentences with Complex sentences. Sentence Structure:
or yes/no) to questions about subj ect! vcrb/objcc t. ..1 subject!verb/objcct subjcct/vcrb/object and perhaps with tags or The basic sentence
prcfercnces, (e.g., IWo , crppl<!s , or likeldon "t like- (object)- dcpcndcnt d ausc cmbeddcd qucstions structures that we use
tree) . .. lneed a l some - ro express needs and
(objw)- . .. likcs are loundations
to thc more complcx
sentcnce structure we
use for academ ic
purposes.

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2. Languagc Function : Describin2 Peop le, Places and Th in2s 1

BEG INNING EARLY INTERMEDIATE EARL Y ADV ANCEO ADVANCE D TARGET FORMS
INTERMEDI ATE
Common nouns and adjectives Simp le sentences with the Elaborated sentences Compound sentenccs with Complcx sentences with Nouns Pronouns and
vcrb to be, using cornmon has/have/had or more specific vocabulary more spccifit.: vocabulary Adjectives: Students
nouns and adjectivcs. The is/arc/wcrc with nouns (nouns, adjectives) (nouns, adjcctives) leam to understand and
(my. hct) _ _ _ islare and adjcctivcs gcncrate oral and wrinen
. A (it) has/ha1·e languagc with nouns,
--------
____ _Qr_onouns and adjectives.

3. Language Function: Describing Location

BEGJNNJNG EARLY INTERMEDIA TE EARL Y ADVANCED ADVANCED TARGET FORM S
INTERMEDI ATE
Demonstrated comprehension of Simple sentences wi th May include two Complex sentences with Complex sentences with Prenositional Phrases:
total physical response prepositional phrases prcpositional phrascs with phrascs using prcpositions phrascs using prepositions Students learn to
commands. inc luding prepositions (e.g., ttextlo. beside. more difficult (e.g., benearh, wi1hinJ (e.g., benearh , wirhin) understand and generate
(e.g., nn. oj): in. out, inside. herween. in .(rotll oj.' in prepositions (e.g., in ji m u oral and written
owside) hack o./: h ehind, on tite nj; behind, ne.'<l lo) language with
/efilriglu. in rlte midd/e of,' prepositional phrases.
abow>, !Jelo~v. under)____ -

4. Lang uage Function: Describin2 Action

BEGINNING EA RLY INTERM EDIA TE EA RLY ADVANCE D ADVANCED TARGET FORMS
INTERMEDIATE
Dcmonstratc comprchcnsion Prcsent progressive Varicty of vcrb tenses and Adverb clauscs tclling i\dvcrb clauscs tclling Present Progressi ve,
(perform or describe actions) descriptive adverbs how. where, or wlten !tow. where, or whe11 . Adverbs: Students learn
to understand and
genera te oral and written
language skills with
preseot progressive and
adverbs.

5. Language Function: Retellin2/Relating Past Events (Kinder - General Understandin2

BEGINNlNG EARLY INTERMEDIATE EARLY AOVANCED AOVANCED TARGET FORMS
INT ERM EDIA TE
Single words in response to past Simple scntenccs with Simple sentenccs with Compound sentences Present progressivc/pasl Past Tense Verbs:
tense qucstion past progrcssivc _ regular and irregular past using past tense and perfect tense with Students learn to
(pronoun)_ was/wcrc tense vcrbs adverb spccial ized prepositions understand and generate
_ _ -mg. have/ has becn oral and written
"Yesterdai'ILasr
- - -IOn
dar (pronoun) - -in!! sinedfor language with past tense 1

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 ed (prep. phrase or orher verbs.
direct object). "First _
and titen . Final/y
6. Language Function: Making Predictions
BEGINNING EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIATE
ln response to questions, may The _ _ is/are going lo The will Conditional (could, might) Conditional (could, Verbs: Futurc Tense,
respond by circling, pointing, and --- mood in complex might) mood in complex Conditional Mood:
so on, or answcr with one or two sentences sentences Students leam to
words understand and generate
oral and written
language with future
tense verbs and
conditional mood.

7. Language Function: Askin:! Informal Questions

BEGINNING EARLY INTERMEDIATE EARL Y ADVANCED ADVANCED T ARGET FORMS
INTERMEDIATE
Simple questions about fami liar Present or present Who, what, where, why Detailed questions with Detailed questions with Vcrbs and Vcrb Phrases
or concrete subjects progressive tense questions with do or did who, what, whe11, where, expanded verb phrase in Questions: Students
questions with Lo be why and how learn to understand and
generate oral and wrirten
language with verbs and
vcrb phrases in
qucstions.

8. Language Function: Askin ! C la rifying Questions

B EGINNING EARLY INTERMEDIATE EARL Y ADV ANCED ADVANCED TARGET FORMS
INTERME DIATE
Not Applicable Formula questions Formula questions A variety of fairly specific Varied, specific questions Qucstions with
clarifying classroom clari fying classroom questions clari fying clarifying procedures or lncrcasing S[!ecifici!Y
procedures, rules and procedures, rules and procedures or content content
routines routines

9. Language Function: Expressing and Supporting Opinions

BEGTNNTNG EARLY INTERMEDIATE EARLY ADVANCED ADVANCED TARGET FORMS
INTERMEDIA TE
Ilike/don't like _ _ (concrete 1 think/agree with (don' t) 1 think/agree with (don't) In my opinion __ Complex sentences using Sentcnce Structure
topics). modals and clauses
-- - - because -- should - - beca use/so

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 1O. Languagc Functio n: Com pa cting
BEG JNN I NG EARLY INTERMEDIATE E ARL Y ADYANC E D ADVANCED TARGETFO RMS
INT E RME DI A T E
Single words or phrases in Senten~:es with Subje~:t/verb/adjective, Varied sentence structures Complex sentence Adjecti ves and
n:sponsc to concrete comparison subjcct/ v.:rb/adjcct ive hut with specific comparative structure with specific Conjunctions
qucstions showing similaritics and Adjcctive with -er or -est adjectivcs and pl1rases comparative language
diffcrcnccs

11. Languagc Functio n: Co ntrast ing

BEG INN I NG EA R LY INTERMEDIA TE EARLY ADYANCED ADVANCED T ARGET FORMS
INT E RMED IA TE
Scntcnccs with Subject/verb/adjective Subject/verb/adjective, Approximately used ComQarativc Ad jectives
subjcct/v.:rb/adjcct ive like bw both idiomatic phrases and
sho'" ing similaritics and subjcct/verb/adjective subject/verb, but contrasting words (e.g.,
diftc rcnccs whereas, and in contrasc)

12. Languagc Func lion: S ummarizin g

BEG I NN I NG EA RLY INT ERM E DIA TE EAR L Y A DY A N CEO A DVANCED TARG E T FO R MS
INT E RM E D IA T E
Simple scntcnccs with kcy Compound sentcnces Conjunctions lbat Conjunctions that Increasingl:r: Comglcx
nouns, adjectives. and with and/but summarize (ro conclude. summarize (indeed, Sentences with
vcrbs indeed, in summary, in therefore, consequently) lncreasingl:r: S[!cc ific
short) Vocabulary

13. Language Fu ncti on: Persuading

BEGI NN ING EA R LY INT ERMEDIA TE EARLY ADVANCED AD VANCED TARGET FOR MS
INT E RME DIA T E
lmpcrative verb forms Complex sentences with Complex sentenccs with Verb Forms
future and conditíonal varíed verb forms and tag
qucstíons, idíomatic
expressions or embedded
- ---- ---··----
el a uses

14. Languagc Function: Liter arv Ana lysis

BEGl NN I NG EA RLY INTER MEDIA TE EARL Y AOV ANCE D ADVANCED T ARGET FORMS
INTERME DIA T E
Single words for clwractcr and Simpk scntcnces Compound sentences Descripti ve language in Specific descriptívc Sentence Structure and
sctting ( subject/vcrb/adjecti ve) with and, because, more complex sentences language in complex S~ecific Vocabu lar:r:
(su bjcct/ v.: rb/obj ce t) hc!j(Jre, afier scntcnces 1

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15. Languagc Function: Cause and Effect Relatio nship
BEG INN ING EARLY l NTERMEO IATE EAR LY ADVANCEO AOVANCEO TA RGET FORMS
INTERME OIATE
Answcr cause and effcct Ocscriptivc scntcnccs Complcx scntcm.:cs with Cond itional: lf - Vcrb rorms
qucstion with a simple with past tc:nsc vcrbs past tense verbs had/hadn 't
response
----
would/wouldn't havc
1

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 16, Languagc Func tion : Draw Conclusions
BEGINN ING EARLY INTERME DIATE EA RL Y ADVANCED ADVANCED TA RGET FORMS
INTERMED IATE
Cornparative adjc~.:t ives Comparativc adjectivcs Comparati ve adjcctivcs Comnarative Adjcetives
with past tense verbs in with conjunctions such as with idiomatic phrases
s impk scntcnces alrhvug h. hecause. rhat and passivc voicc

17. Lang uage Functio n: Dcfinin 2

BEG INNING EARLY INT ERMEDIATE EA RL Y ADVANCEO ADVANCED TARGET FORMS
INTE RME DIATE
Patterned responses: A tahle is Simple tenns. aspects of Connected text including Concrete and abstraet Clear, wcll-structllfed. Nouns, Abstract Nouns,
jiu·nitrll'el A hoy is o person. concrete and familiar irregular nouns. personal, topics using irregular detailed language on Pronouns, Adject ives:
ohjccts, regular nouns posscssive pronouns and nouns, singular and plural, complcx suhjccts, Studenls lcarn to define
singu lar and plural, aJjcctives with some personal and possessive showing controlled use of concrete and abstrae!
personal pronouns, irregu lar past tense verbs pronouns and adjcctives nouns, pronouns, objcd s/conccpts with
pro:sent tense. simple adjec.:tivcs correct nouns, pronouns.
scnll.:nccs and adjectivcs

18. La ng uage Functio n: Explai nin2

BEC INN INC EARLY INTERMED IATE EA RLY ADVANCEO ADVANCED TARGET FORMS
INTERMED IATE
Main points in familiar Explain simple. Gct across imponant Get across which point Verb Forms- lnd icative
idea or problem with straighttorward poi nts using declarativc, he/she fccls is most vcrb (makes a staremenr
some precision using information of immcdiall' compound and complex importan! using regular o{lacr~. Declarative
simple indicative vcrb rclevant·c, using regular scntenc.:cs, regular and and irregular verb forms, Sentcnces, Com(21cx
lo rms in simple verbs and adverbs of irregular vcrb forms adverbs o r manner and Sentences, Adverbs of
dcclarati ve sentc.: nccs manncr in declarati,·c Complex: lis 1 camc home. compounJ-complcx Manncr:
(Large oaks grew in rhe scntcnecs and compound 1 sto¡1ped at the srore. sentcnces. Studcnts learn to develop
parkl Tite lcngrlt oftltc sentcnc.:cs (Maria plamed Compound: Tite children Advcrbs of manncr: TIIC and use.: cxplanations
room i.\ 40 {eer.) rhc pewnia seeds 11110 ccllne in ear~¡· had clti/dr(!ll ll'ho .wng loudly using appropriatc vcrb
care/idly.) re.frc•.\lllnents. b11t tltose gor a wokte. hur rltose forn1s, declarative and
wlw <'liiiiC' /are ltad none. wlw didn ·r .\ ing had none. complcx scntcnces and
------
adverbs of manner.

19. Lang uage Function : Ccneralizin g 1

BEG INNING EARLY INTE RMEDIA TE EARLY AOVANCE O ADVANCEO TARG ET FORM S
INTERMED IATE
lmperativc mode: lndic.:ativc mude:: makcs a Subjunctivc mode: Nouns Common.
expre~sescommand statemcnt of fact {Tite exprcssing a condition Collective and Abstrae!
(Take me home. Srar rempaawn· is low.) contrary to fact or Nouns· Verb Fonns:
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 there.) Abstrae! nouns: namc cxprcssing a doubt (1( Students lcam to develop
Collective nouns name, as things or ideas that pcople mr(1· /re were here.) and use gencralizations i

a unit. the members of a cannot touch or handle using abstract nouns,

group (herd, class.jury. ( hetwt_l'. honesl)·. c:Oif!(Ort, vcrb fom1s and
congregation). /ove) . nominalizations.

20. Languagc Function: Evaluating

BEGINNI NG EARLY INTE RMEDIA TE EARLY AOVANCEO AOVANCEO TARGET FORMS
INTE RMEDIA TE
Adjectivcs that po1nt out Adjectivcs used to limit: Evaluatc simple dircct Quali fy opinions and Convcy finer, precise Comglex Scntences;
particular objccts (tlwt twgon. ({ew ltorses. much s11mv, cxchangc of limitcd statcmcnts precisely in shadcs of rncaning by 1ncrcasing Sgecifi city of
tlwse toys, each ¡n•rsun. en'IY /iulc rain) intormation on l~tmiliar relation 10 degrees of using. with reasonable Nouns, Verbs, and
g irl) and routinc mattcrs using ccrtainty/uncertainty, accuracy. a widc rangc of Adjectives; Con·clative
simple vc:rbs and belicf/doubt, likelihood. 4ualifying devices, such Conjunctions:
Numbcr adjc<.:tivc~: (t wo mcn. ten adjectivcs. CIC. as adwrbs that cxpn:-.s Students lcam to
slrt/JS, tire tlrtrd time, the nintlr Correlative conJunctions dl!gree ( This class is tou understand and use
boy) are used in pairs: both - han/.): clauses cxprcss111g cornplex scntenccs using
and; not only but also limitations (This i.1 a vcry specific nouns,
(Neither tire teachcr 110r .\cltoolt ·mr, hw il is on~l' verbs and adjcctivc~ .
1he srudents could so/ve usedfor sports.): and
the problcm.) complcx sentcnccs

21 . Languagc Function: lntcrpreting

BEGI NN ING EARLY INTE RMEDIA TE EARL Y A DVA N CEO AOVANCEO T ARGET FORMS
INTERMEDIATE
lnterpret a single p hras~ at a time, lntcrpr.:t ~hort, simple lntcrpret short, si mpil! lntcrprct a wide range of lnterpret critically Language of
pi(;king up fam iliar namc!>. words, tcxts containing thc tcxts on fa mi 1iar mattcrs long and complex tcxts, vinually all fonns ofth~.: ProQaganda, Cornglex
and basic phrascs (0 'Onofi'io highcst frcqucncy of a concrete typ~.: , which apprcciating subtle wriucn languagc Scntcnccs:
chocolates are tlw hcst) vocabulary consist of high fr~.:quency distinctions of ~ty lc and including abstrae!, Students learn to idcntify
cvcryday or school- implicit as wcll as cxplicit l>tn.cturally complcx, or and intcrprct thc
relatcd language meaning htghly colloquial non- language of propaganda
litcrary writings and use complcx
- --- -····-·--··-·-
sentences.

22. Language Function: Seq uencing

BEGI~NING EARLY INTE RM EDIAT E EARLY A DVANCEO AOVANCEO T ARGET FORMS
INTERMEDIA TE
Subjl!ct Direct objl!ct Prepositional objl!ct PosSI!S!>Í\'e Object of cornparison Adverbs of timl!,
( The girl who ll'tiS sick went (The sto1 ~· that 1 read was (1fo und the hook tlrat (1 knoll' !he woma11 whose (Tite person ll'lrOnt Su.1an Relativc clauscs,
home.) long.) Jo/111 was talking ahout.} .father i.1· t'isiting. ) is taller than is Ma1 :t•.) Subordinatc
Natural scq ucncin~ lndirccl objcct Subordinale conjunctions- coniunctions:

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(lltit ltim and !te (el/ o1·er.) (711e man to wltofmfl uscd tojo in two Students lcarn
ga1•e the presenl \\'as grammatical parts of cqual sequencing using
ahsent.) rank (Aitlumgh he worked adverbs of time, relative
han!. he did not finish his clauses and subordinate
homell'ork.) conjunctions.

23. Language Function: HypothesizinJ?, a nd Spcc ulating

BEGI NN ING EA RLY INTE RMED IATE EA RLY AO VANCEO AOVA NC EO TARGET FORMS
INTERMED IATE
Auxiliary vcrbs that Auxi liary vcrb indicating Auxiliary verbs includc Modals {would, cou ld,
indicatc futurity : will and dcsirc or intcnt: would modal vcrbs. wh ich may might}, ComQound
shall cxprcss possibility: may. tenses (would have
miglu. wn. cvuld. been):
Students learn to
hypothesize and
speculatc using modals
and compound tenses.

24. Language Functio n: Summarizing

BEG INN ING EA RLY INTERMIWIATE EA RLY AOVANCE O AOVANCE D TARGET FORMS
INT ERMEDI ATE
Copy out short tcxts: Paraphrase short wrillcn Summarizc cxtracts frorn Summan7c a widc rangc Surnmari7e informa11on Modals {would, could,
can copy out single words and passagcs in a simple news items, interview!> or of factual and 1magimttive from di tl~rent sources. might}, Com(!ound
short tcxts fashion. using thc original documcntarics c~lntaining texts, commcnting on and rcconstructing argumcnts tenses {would havc
tcxt word ing and opinions, argument and discussing contrasting and accounts in a been):
ordcring: pick out and discussion; summarizc points or vicw and thc cohcrent prcscntation or Studcnts lcarn to
reproduce key words and the plot and scquence of main thcmes thé overal l result summarize and speculate
phrdscs or short scntcnccs cvents in a pocrn or play; using modals and
from a sho11 tcxt within collate short picccs of compound tenses.
thc lcamcr's limitcd infonnation from severa!
compctcnce and sources and sumrnarizc
cxpl.!ricncc thcm for sornl.!onc clsc

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