Stephen Krashen’s Theory of Second Language Acquisition

1. ESL and the 21st Century StudentMr. Stephen Clingan Mr. Tim Harrell Mrs. Celia James Mr. Mario Re

2. Stephen Krashen’s Theory of Second Language Acquisition • Early researcher on teaching second language during mid 70’s to early 80’s • Pioneer in developing the natural approach in teaching second language

3. ACQUIRED SYSTEM • Requires meaningful interaction in the target language. • Natural communication : speakers concentrate on the communicative act. • Product of the subconscious • 2 years BIP to master • 2-3 hours per day

4. LEARNED SYSTEM • Product of formal instruction • Ex: knowledge of grammar rules • Conscious process • Learning is less important than acquisition • Somewhat limited in second language performance • 5-7 Years to master • 2-3 hours per day

5. NATURAL ORDER • Acquisition of grammatical structures follows a natural order • Very predictable • Learner progresses along the natural order when he/she receives second language input that is one step beyond his/her current stage of competence

6. AFFECTIVE FILTER • Facilitative non-causal variables • Motivation • Self-confidence • anxiety

7. PREPRODUCTION Children begin to take in the language and understand it, but not yet able to verbalize it Listening Pointing Drawing selecting EARLY PRODUCTION Limited verbalization and growing comprehension One to two word answers SPEECH EMERGENCE Increased comprehension and simple sentences Retell Define Explain Compare describe INTERMEDIATE FLUENCY Comprehension Complex sentences Analyzing justifying STAGES OF LEARNING

8. COMMON APPROACHES TO TEACHING ESL/LEP STUDENTS

9. Maintenance /Developmental Approach • Fosters parallel learning in two languages • Bilingual instructors • Academic subjects taught in students’ primary language • Self-contained classroom • Provides more language instruction • Poses question of segregation/denial of equal educational opportunity

10. TRANSITIONAL APPROACH • Teaches academic subjects in students’ primary language. • Progressively uses more English • Places students in English classrooms more rapidly • Most commonly used approach in the U.S.

11. ESL APPROACH • Is a part of all programs in the U.S. • Pull-out approach • Average time 30-45 min. • Devoted to mainstream homework • Questions whether complies to government regulations

12. INCLUSION • Integrating LEP students into the objective based mainstream programs. • Language instruction through inclusion of ESL teachers.

13. LANGUAGE SUBMERSION APPROACH • Not bilingual • Classes conducted entirely in students non first language. • Sink or swim method

14. IMMERSION APPROACH • Sheltered English/Alternate Immersion • Uses a simplified vocabulary and sentence structure to teach school subjects • The Structured Immersion Approach • students speak in their native language to teacher • Teacher answers in English

15. HISTORY AND BACKGROUND

16. Early 1970’s- Hispanic pop. California/Southwest 1974 Equal Educational Opportunity Act Preferred method of compliance Late 70’s, early 80’s national influx of Vietnamese, Laotians, Cambodians, Haitians, Koreans, Chinese and Middle Easterners LEP

17. DATA • As of 2000: • 36% of all students enrolled in U.S. Public schools are Hispanic • 32.5% receive LEP services • 23.5% are Asian/Pacific Islander • 21.3% LEP services

18. At least one in six classes will have one or more LEP students • LEP student population is growing 2.5 times as fast as general population • Facts are based on U.S. Department of Eduacation survey in year 2000

19. NON-CONTROLLABLE age: the older the student the more difficult it is to acquire a second language Native language: fluency in first language directly impacts his second language Level of literacy of parents Students educational background Socio-economic Stable home life CONTROLLABLE Lack of recognition Cheat or copy Alienation from the curriculum Results when beliefs expressed in the mainstream curriculum differ from those held by minority students Curriculum becomes offensive or incomprehensible Curriculum seen as irrelevant to their needs Lack of cultural awareness VARIABLES AFFECTING THE SUCCESS OF ESL STUDENTS

20. SUGGESTIONS FOR ESL TEACHERS • Recruit native-speaking volunteers • Get to know students culture and background • Display books, pictures and other objects that are familiar to the LEP student • Make personal history books • Pictures of families, photographs and or sketches • Enlist the aid of students who speak the child’s language • Use tape recorders • Students record themselves practicing English and then play it back • English proficient student record sentences and common phrases for LEP students to practice repeating • Make the most of body movements • Total Physical Response-modeling through body language what you want students to understand

21. Talk in normal patient pleasant tone • Children imitate the way you speak • Read aloud: rhythm intonation • Collaborative groups • Use their language skills while they play with one another • Label objects in the room • Use lots of visuals • Picture cards to teach vocabulary

22. SUGGESTIONS FOR THE MAINSTREAM TEACHER

23. Help LEP students gain acceptance and positive recognition • Music • Bulletin board display • Dance • Drama

24. Cooperative learning activities • Accommodate different learning styles • Use visual aides • Hands-on activities • Prepare outline for lectures • Encourage skim and scan reading strategies • Avoid forcing LEP students to speak

25. Realize many LEP students come from poverty • No access to magazines or reference materials • Often no place to study at home • Material contributions to class projects minimal • Irregular attendance

26. Cooperate with ESL/Bilingual teachers • Consult over curriculum and LEP students needs and progress • Team teach/inclusion

27. Alternative methods of assessment • Portfolio • Demonstrations of particular skills • Preferred seating • Additional time to complete task • Highlight main facts • Reducing quantity of material • Allow practice/re-testing