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Stages of Second Language Acquisition

Stages of Second Language Acquisition. Descriptions, Instructional Adaptations, & Strategies (adapted from DCIU) Dr. Laura Taddei Neumann University. Activity: Contextual Factors Affecting Second Language Acquisition. Divide the class into groups

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Stages of Second Language Acquisition

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  1. Stages of Second Language Acquisition Descriptions, Instructional Adaptations, & Strategies (adapted from DCIU) Dr. Laura Taddei Neumann University

  2. Activity: Contextual Factors Affecting Second Language Acquisition • Divide the class into groups • Each group reads a section from the article titled “Contextual Factors in Second Language Acquisition” • Record on chart paper the main idea of each section • Brainstorm implications for this information as it pertains to the ELL in the school setting • Be prepared to share out • Discuss the meaning of: “The classroom should be both a mirror and a window in regards to culture.”

  3. STAGES of Second Language Acquisition • Stage 1: Pre-Production – Students do not verbalize; may use gestures (nod, point); minimal comprehension • Stage 2: Early Production – Students produce one- or two- word responses, use key words; limited comprehension • Stage 3: Speech Emergence – Students produce simple sentences; good comprehension • Stage 4: Intermediate Fluency – Students may appear to be English proficient, yet development is incomplete • Stage 5: Advanced Fluency – Students can converse fluently with native speakers

  4. Pre-Production/Beginning Stage(Stage 1) • Student may experience a silent period • Speak in one- or two-word utterances • May respond non-verbally to simple commands, statements, & questions • May have up to 500 words in their receptive vocabulary • May repeat every thing you say (parroting) • Cannot carry on a conversation • May speak spontaneously using native language • Student will observe others (take it in) • Student will understand more than he/she can communicate • Time Frame: 0 – 6 months

  5. Instructional Adaptations for Stage 1 • Emphasize hands-on activities, manipulatives, props, drama, ample use of visuals • Provide texts with illustrations • Focus on teaching language & phrases they can use immediately • Construct oral questions so that students can choose from a variety of answers, including yes/no • Integrate TPR (Total Physical Response) & constantly model • Benefit from a “buddy” who speaks their language • Teacher Prompts: Show me…, Circle the…, Point to the…,Where is …?, Who has…, Listen, Point, Move, Mime, Match, Draw, Select, Choose, Act/Act out

  6. Early Production (Stage 2) • Uses single words & phrases (one- & two-words) • Student tends to rehearse before speaking • Can recite poems, chants, & songs (memorized chunks) • Use routine expressions independently • Receptive language still surpasses expressive language (limited comprehension) • Vocabulary of about 1,000 words • Time Frame: 6 months – 1 year

  7. Instructional Adaptations for Stage 2 • Break explanations & procedures into smaller chunks • Provide explicit instruction of comprehension strategies • Use concrete experiences, realia, & visuals (pictures, graphic organizers, charts, & graphs) • Use language frames or sentence starters to aid sentence structure • Model strategies • Demonstrate activities step by step • Focus on key vocabulary & concepts; simplify content • Use think-alouds & simple books with predictable text • Accept one- or two-word responses • Teacher Prompts: Yes/No, Either/or, Who…?, What…?, How many…?, Name, Label, Group, List, Categorize, Tell/Say, Answer

  8. Speech Emergence(Stage 3) • Produces simple sentences & questions • Begins to acquire more standard word order • May mispronounce and/or omit important sentence components • Grammar & Pronunciation errors • New errors may reflect overgeneralization of grammar rules • Vocabulary of about 3,000 words • Good comprehension • Shows difficulty adjusting language for different situations & individuals (no situational awareness) • Misunderstands jokes, idioms, sarcasm • Native language interference may occur • Time Frame: 1 – 3 years

  9. Instructional Adaptations for Stage 3 • Use graphic organizers, visuals, charts, maps, diagrams, etc… • Allow students to interact with their native speaking peers to clarify new information & explain what they learned • Allow for many opportunities to read & write • Use of dialogue journals • Aim for same content objectives while matching instruction to meet ELL’s needs • Frontload language & vocabulary related to content lesson • Teacher Prompts: Why…?, How…?, Explain… (Questions requiring phrase or short-sentence answers), Recall, Retell, Define, Explain, Compare/Contrast, Summarize, Describe, Restate, Role-play

  10. Intermediate Fluency(Stage 4) • Student may appear to be proficient in English, but development is incomplete • English is fluent, but not perfect • Able to sustain a conversation with details • Production increases in complexity, but errors still may appear • Vocabulary of approximately 6,000 active words • Excellent comprehension; will ask for clarification • Will use strategies from their native language to learn content in English • Continues to need assistance in organizing thoughts & monitoring own communication, especially in writing • Time Frame: 3 – 5 years

  11. Instructional Adaptations for Stage 4 • Provide frequent opportunities to use English with native speakers on a variety of topics • Scaffold instruction to help students access meaning • Include explicit vocabulary instruction in every lesson • Aim for the same challenging content objectives as native speakers while matching instruction to your ELL’s needs • Accommodations to writing assignments may be necessary • Teacher Prompts: What would happen if…?, Why do you think…? (Questions that require more than a sentence response), Analyze, Create, Defend, Debate, Complete, Evaluate, Justify, Support, Describe…

  12. Advanced Fluency(Stage 5) • Can converse fluently with native speakers • Produce few grammatical errors • Although may appear fluent, may continue to struggle with more abstract academic language of school • Excellent Comprehension: Understands general, specific, & implied language • Use a variety of sentence structures & verb tenses • Time Frame: 5 – 7 years (up to 10 years to achieve cognitive academic language) • May be exited from ESL & other support programs

  13. Instructional Adaptations for Level 5 • Aim for same content objectives as native speakers, but continue to modify instruction as needed • Continue to use a variety of teaching strategies to reach all learners • Continue to monitor student’s progress in both language & academic development • Teacher Prompts: Decide if…, Retell…

  14. LEVELS OF ENGLISH LANGUAGE PROFICIENCY: Oral & Written Includes Speaking, Listening, Reading, & Writing skills • Level 1: Entering • Level 2: Beginning • Level 3: Developing • Level 4: Expanding • Level 5: Bridging • Level 6: Reaching *All ELLs are assessed & given a level when they enter school; you should be told what level your ELL is at *ACCESS test is given each year to determine level *See WIDA documents, including CAN DO descriptors, for descriptions of levels & expectations for each

  15. Info. to Remember about Speaking Proficiency • 75:25 – Can understand 75%, but only express 25% • BICS (social language) vs. CALP (academic language) • Silent Period • BICS: 1 – 3 years • CALP: 5 – 9 years • Language differences

  16. Strategies for Building Speaking Proficiency • Think, Pair, Share • Pre-teach vocabulary • Sentences frames (cloze procedure), Word banks • Reduce anxiety • Process partner • Extra wait time • Choral fluency • Authentic situations • Readers’ Theatre • Audiotapes • Repeated readings

  17. Info. to Remember about Listening Proficiency • Students’ receptive language will most likely be more proficient than their expressive language • Remember the “blah, blah, blah” activity • Create conversation settings that will reduce anxiety • Consider cultural differences

  18. Strategies for Building Listening Proficiency • Use visuals & realia to support lessons • Avoid idioms & expressions when possible • Write objectives on board • Speak clearly & slowly • Don’t speak louder & no baby talk • Avoid caveman speech • REPEAT, REPEAT, REPEAT! • Provide copies of notes & outlines (before lectures) • Allow audio books to reinforce text • Pair with fellow native speakers for directions & clarifications

  19. Info. to Remember about Reading Proficiency • Speaking proficiency does not determine reading proficiency • Consider cultural differences in reading; try to provide books about a variety of cultures • Reading proficiency in their first language affects reading proficiency in their second language --Remember, not all students know how to read/write in their first language

  20. Strategies for Building Reading Proficiency • Think about the text – adapt/scaffold the activity (amount, assignment) • Pre-teach vocabulary • Build background knowledge • Assess & Teach Phonological Awareness skills • Label objects • BDA – Before, During, After reading • Chunking • Summarizing • Songs & Chants • Use of visuals & realia • Reading in first language (if available/able)

  21. Info. to Remember about Writing Proficiency • Students will write at all levels of proficiency • Vary supports according to proficiency level/need • Writing proficiency is usually the last to develop • Advanced students may still need accommodations in writing • Be aware of Cultural Differences in writing styles • Be aware of Language Differences

  22. Strategies for Building Writing Proficiency • Sentence starters • Journals • Drawing pictures • Word banks • Cloze activities (frames) • Typing activities • Choice of paper size & writing utensil • Sentence strips • Word walls & dictionaries • TPTs (Total Participation Techniques)

  23. When Scoring Writing… • Allow errors (see language differences) • Model differences • Use graphic organizers • Provide word banks for accountability • Provide Rubrics &/or Models (completed product) • First show examples….MODEL OFTEN! --- Use of teacher think-alouds

  24. WIDA’S CAN-DO DESCRIPTORS • www.wida.us • Use with classroom teachers & administrators to describe the second language acquisition process • Use to plan with tutors & mentors who work with ELLs • Use to set language goals with their ELLs • Use to develop lessons & units of study with differentiated language objectives • Use to explain to parents their students’ progress in speaking, listening, reading, & writing

  25. ACTIVITY: Using the Can-Do Descriptors • Pick a grade level • Think of a topic • What activity would you have native-English speakers complete? • How would you adapt this activity for the various proficiency levels? • Complete: Differentiating Instruction for ELLs sheet

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