Language Acquisition Theory

1. Language Acquisition Theory Strategies for the Second Language Learner

2. Basic BICS—2 Years to Develop • Basic Interpersonal Communication Skills-BICS • Social skills • Face-to-face Interaction • Developed through exposure to English speaking peers, TV, and school • Personality variables—motivation, self-esteem, confidence • This is the daily oral language students use to communicate in the new language

3. Cognitive CALP—5-7 Years to Develop • Cognitive Academic Language Proficiency-CALP • Academic skills • Literacy related language skills • Developed through reading comprehension, writing ability, higher order thinking skills • Primary language development influential

4. Natural Order Hypothesis • Average order of acquisition occurs reliably • Grammatical structures are acquired in a predictable order • Acquisition of the first language and acquisition of a second language are not done at the same rate

5. Pre-production • First they listen • Usually a Non-English Speaker or very limited based on IPT Tests—IPT Tests will be previewed later • Student responds non-verbally • Time: 10 hours to 6 months • 500 Receptive words (words they understand in English) • BICS are developing (playground language)

6. Early Production • Continued Listening • Usually a Limited English Speaker based on IPT Tests • Student responds with one or two words and non-verbally • Time: 3.6 months to 1 year • 1,000 receptive words • 10% of vocabulary is expressive • Continued BICS development

7. Speech Emergence • Usually a Limited English Speaker to a fluent speaker based on IPT Tests • Many errors in speech patterns but the meaning is clear • Time: 1-2 years • 7,000 receptive words • 10% of vocabulary is expressive • Continued BICS development

8. Intermediate Fluency • May seem fluent (based on IPT) but needs to expand vocabulary and CALP • Engages in dialogue • Time: 3-4 years • 12,000 receptive words • 10% of vocabulary is expressive • CALP development

9. Introduction of Teaching Strategies • Brainstorm in groups for strategies for each area. • Compare

10. Preproduction Strategies • 90 % Teacher Talk • TPR • Modeling • Active student involvement • Who, what, where, and yes/no questions • Student follows commands • Use of pictures and realia (actual objects best) • Word walls • Slow speech—not louder

11. Early Production Strategies 50-60% teacher talk, TPR with responses both verbal and non-verbal Who-what-where questions Role playing (puppets) Completing sentences Answer questions with phrases Labeling objects Charades Interviews with guidelines Charts Tables Graphs, Newspaper ads Manipulatives

12. 40% teacher talk - - 60% student response Poetry Predicting Comparing Describing Social interaction How—why questions Language experience stories Sentences Retell in own words Problem solving Group discussion Labeling Listing Mapping Games Charts Graphs Tables Newspaper ads Group discussions Skits Oral reading by teacher Music Radio Video Film strips Filing out forms Descriptions of visuals Writing paragraphs Speech Emergence

13. 10% teacher talk Essay writing Language experience Analyzing charts and graphs Problem solving and evaluating Continuing with who-what-how-why questions Prewriting activities Literary analysis Ready for sheltered content subject areas Paraphrasing Negotiating meaning Outlining and mapping Oral discussions Radio Video Telephone Guided discourse Language experience Reading aloud literary excerpts Poetry Plays Group panels Newspaper articles Assumptions Conjecture Predictions Which questions Intermediate Fluency

14. TPR—Total Physical Response Five Step Process—If there is hesitation or confusion begin again • Instructor says and models new vocabulary words—student listens • Instructor commands and models with: large group, then small group, then individual • Instructor commands without modeling and: large group responds by doing the action, then small group, then individual • Instructor recombines old and new commands without modeling and: group(s) responds by doing the action, then individual • Instructor commands NOVEL COMMANDS (in combination with basic commands) without modeling and group(s) responds by doing the action, then individual

15. Amplified Speech • Slower speech • Clear pronunciation • Shorter Simpler sentences and then high level language • Controlled vocabulary • Restatement, examples, synonyms, expansions • Repetitions • Summarize • Pre-reading activities • Environmental print

16. Contextualization • Focus on the message; its meaning and the task to be accomplished • Use visuals • Use realia, props, manipulatives • Use audio clues • Use body language • Use graphs, charts, word webbing, mind mapping • Multi-sensory • Thematic teaching

17. Teacher/Student Initiated Interaction • Comprehension checks • Clarification requests • WH-questions • Referential questions • Sharing of personal experiences and feelings • Interactive teaching

18. Sheltered Courses—Content Area • Definition: An instructional approach that helps LEP students learn content while acquiring English • Make the core curriculum accessible to LEP students • Boost English language acquisition • Provide a success experience, strengthen self-concept, and ease process of acculturation

19. Characteristics of Sheltered English Instruction • Manipulative orientation • Multi-model approach • Thematic learning • Literature-infused • Holistic • Focused on communication • Student-centered • Interactive

20. Lesson Quick Check • Classroom Environment • Highly motivational • Comfortable atmosphere • No stress on oral production • Sensitivity to cultural differences • Positive reinforcement

21. Lesson Quick Check Cont. • Student • Active participation • Engaged in oral communication • Time on task • Teacher • Task analyzed appropriately • Five step lesson plan • Appropriate questioning techniques • Error acceptance • Simplified language structure • Modeling and clear directions • Checking for understanding

22. Lesson Quick Check Cont. • Activities/Strategies • Vocabulary development in context • Use of visual aids and manipulatives • Content driven curriculum • Listening, speaking, reading and writing activities • Cooperative activities • Student centered activities

23. Merging Second Language Acquisition Theory and Sheltered Content Instruction • Teachers must: function as a facilitator, providing student centered activities which foster the acquisition of knowledge • Make the instruction comprehensible • Focus on communication • Be aware of each student’s stage of production • Be understanding and accepting of errors in language production • Provide context • Provide a low anxiety environment • Build on students’ prior experience

24. Lesson Plan Requirements • Lesson is organized around an identifiable topic and clearly defined objectives—Matched to USOE Core Curriculum • Remember: • Teacher creates a positive learning situation (uses anticipatory set, positive reinforcement, appropriate learner feedback). • Teacher frequently checks for understanding (student correction procedure) • Teachers tries to lower affective filter by: • Accepting 1st language responses • Creates a safe environment that encourages 2nd language • Allows students to volunteer answers

25. Lesson Plan Cont. • Choose at least six of the suggestions listed below and incorporate in your lesson plan activities for students • Graphic organizer (Venn diagram, webbing, maps) • Visuals (pictures, videos) • Manipulatives or realia (“real objects”) • Gestures/body language/ facial expressions (TPR) • Pays attention to rate of speech • Simplifies vocabulary or rephrases • Repeats key vocabulary & puts language in context • Provide opportunities for student to listen and speak (role plays) • Provides opportunities for students to read & write • Cooperative learning groups • Vocabulary building games and exercises • Specify other

26. Lesson Plan Continues • Each lesson must outline specific ways to address the ESL student’s needs in reading and writing in the four major categories (preproduction, early production, speech emergence, and intermediate fluency) • Each lesson plan needs a simulation idea, minimum of four internet sites, a project from each of the following technology programs: a video clip made from Movie Maker, a newsletter from Publisher, organizational idea from Inspiration, assessment collection model from excel, and information from word files • Each lesson plan must include a grading rubric for the student’s final project • Lesson Plan will be presented in PowerPoint at the end of the week and copied to a CD to give to all teachers

27. ALP levels • Level A – No English Proficiency, (Beginning), 3 ALP classes. • Level B – Limited English Proficiency, (Intermediate), 2-3 ALP classes • Level C – Limited English Proficiency (Advanced). Monitored regularly, no or 1 ALP classes. • Level D – Full English Proficiency (Full). Out of ALP but monitored for 2 years. • Level E – Former ALP student (exited).

28. ALP Program Placement

30. Box Elder High School ESL/ALP Gradual Exit Plan 2003-2004 Low Proficiency Category A Medium Proficiency Category B High Proficiency Category C & D