At the Beginning proficiency level in Listening, what characterizes K-12 ELL students?

At the Beginning proficiency level in Listening, K-12 English Language Learner (ELL) students typically exhibit a developmental stage where they are beginning to process the language but may struggle with comprehension. The correct understanding of the proficiency level indicates that these students are capable of observing nonverbal cues, such as facial expressions and body language, which can give context to what they hear. However, they may not yet be comfortable or confident enough to ask for clarification when they do not understand something, demonstrating a hesitance in engaging actively with the language.

This characteristic highlights the initial stages of language acquisition, where learners rely heavily on observable cues to make sense of what they are experiencing. While they may not fully grasp the spoken language, their ability to observe cues indicates that they are not entirely lost. This foundational observation is crucial, as it indicates that they are engaged and trying to make sense of their environment, even if they are not ready to communicate effectively yet through clarifications.

In contrast, other options suggest levels of understanding or interaction that are more advanced than what is typical for Beginning level learners. The correct choice accurately reflects the listening abilities and behaviors of students who are still very much in the early stages of language acquisition.