Graded Language
Graded language is language that a teacher (or material) adjusts to match the learner's proficiency level. It is one of the most fundamental classroom skills in ELT: the ability to speak at a level that learners can understand without oversimplifying to the point where the input becomes unnatural or insufficiently challenging.
The British Council defines it as "language that is adapted to the level of the learners" — covering vocabulary, grammatical complexity, speed of delivery, and sentence length.
What Gets Graded
| Dimension | Lower levels | Higher levels |
|---|---|---|
| Vocabulary | High-frequency words; avoid idioms, phrasal verbs, low-frequency items | Wider range; some idioms and colloquial language; technical terms introduced |
| Grammar | Short sentences; simple tenses; canonical word order; active voice | Complex sentences; passive; conditionals; modality; embedded clauses |
| Speed | Slower, with pauses between idea units | More natural pace; connected speech features present |
| Pronunciation | Clear articulation; reduced connected speech features; exaggerated stress and intonation | More natural delivery; assimilation, elision, weak forms present |
| Sentence length | Shorter utterances (5–10 words) | Longer, more complex utterances |
| Redundancy | More repetition, paraphrase, and rephrasing | Less scaffolded repetition |
Graded Language vs Modified Input
Graded language is a specific form of Modified Input. Ferguson (1971) described the general phenomenon of foreigner talk — simplified language addressed to non-native speakers — and Long (1983) distinguished pre-modified input (simplified in advance) from interactionally modified input (adjusted in real time through negotiation).
Graded language in the classroom is typically pre-modified: the teacher plans to use simpler language. But good teachers also grade interactionally — adjusting on the fly when they see confused faces or hear comprehension breakdowns.
Connection to Krashen's i+1
Graded language operationalizes Krashen's Comprehensible Input hypothesis. If learners need input at i+1 — slightly above their current level — then the teacher must grade their language to hit that zone: comprehensible enough to be understood, but containing enough new or slightly challenging features to push development forward.
The practical difficulty is that i+1 is vague — Krashen never specified how to calibrate it. Teachers rely on:
- Level descriptors (CEFR, coursebook syllabuses) to estimate what students know
- Real-time feedback (facial expressions, responses to CCQs, task performance) to adjust dynamically
- Experience — seasoned teachers grade instinctively; new teachers often speak at their natural level or over-simplify
Graded vs Natural Language
A common tension in ELT: graded language is by definition not fully natural. The question is how much to grade:
| Over-grading (too simple) | Under-grading (too complex) |
|---|---|
| Sounds patronizing; baby talk | Incomprehensible; learners tune out |
| Deprives learners of exposure to natural features | Input exceeds i+1 — no acquisition occurs |
| Models unnatural English that learners may reproduce | Creates anxiety; raises the Affective Filter |
| Learners are not prepared for real-world English | Learners have no opportunity to process meaningful input |
The goal is graded but natural — simplified in complexity and speed while still sounding like authentic English. This means:
- Shortening sentences, not distorting them (Where is the book? not Book where?)
- Using high-frequency vocabulary, not invented simplifications
- Speaking clearly, not artificially slowly (natural pauses between phrases, not... word... by... word)
- Maintaining natural stress patterns rather than stressing every word equally
Graded Language in Materials
The concept extends beyond teacher talk to materials design:
- Graded readers (Oxford Bookworms, Penguin Readers, Cambridge English Readers) are books rewritten at specific vocabulary and grammar levels. Day & Bamford (1998) recommend them for extensive reading programs.
- Coursebook language is graded by syllabus level — a B1 coursebook limits grammar and vocabulary to B1 descriptors.
- Exam materials are graded by test level — CEFR levels map to vocabulary ranges and structural complexity.
Why It Matters for Teaching
- It is the primary way teachers make input comprehensible. Without grading, teacher talk becomes noise rather than input. This is especially critical for lower levels where teacher talk may be the learners' main source of English.
- It is a core observed skill. CELTA and Delta both assess the ability to grade language appropriately. Observed lessons often fail because the teacher speaks at a level too far above or below the students.
- It supports Giving Instructions. Instructions that are not graded fail — learners do not understand what to do, and classroom time is wasted on re-explanation. Grade vocabulary, shorten sentences, use gestures and demonstrations alongside words.
- It connects to Mixed Ability teaching. In classes with varied proficiency, teachers must make moment-to-moment decisions about which level to target. Strategies include grading to the middle, differentiating tasks rather than language, and using stronger students as peer models.
- Grade down for instructions, grade up for input. A useful rule of thumb: when explaining tasks and procedures, use language well within learners' comfort zone. When providing language input (reading texts, listening passages, models), aim for i+1 — slightly challenging.
- Do not confuse grading with dumbing down. Graded language should be cognitively appropriate even when linguistically simplified. Adults at A2 level can discuss meaningful topics — relationships, work, health — they just need the language scaffold to do so.
Key References
- Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman.
- Ferguson, C. (1971). Absence of copula and the notion of simplicity. In D. Hymes (Ed.), Pidginization and Creolization of Languages. Cambridge University Press.
- Long, M.H. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126–141.
- Day, R. & Bamford, J. (1998). Extensive Reading in the Second Language Classroom. Cambridge University Press.
- Scrivener, J. (2011). Learning Teaching (3rd ed.). Macmillan. [Chapter on teacher language and classroom interaction]
- Thornbury, S. (1996). Teachers research teacher talk. ELT Journal, 50(4), 279–289.