stages of second language acquisition descriptions, instructional adaptations, & strategies...
TRANSCRIPT
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Stages of Second
Language Acquisition
Descriptions, Instructional Adaptations, & Strategies
(adapted from DCIU)
Dr. Laura Taddei
Neumann University
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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.”
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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
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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
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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
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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
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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
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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
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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
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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
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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…
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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
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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…
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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
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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
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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
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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
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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
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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
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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)
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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
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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)
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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
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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