Scribd
Upload
8 views

Notes

Uploaded by

Fernanda Funez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
8 views

Notes

Uploaded by

Fernanda Funez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Silent/receptive

They might understand these words, but do not necessarily have the confidence to use
many of them. During this time, new language learners typically spend time learning
vocabulary and practice pronouncing new words. While they may engage in self-talk,
they do not normally speak the language with any fluency or real understanding.

 Focus on listening comprehension. Use gestures when possible to help with


understanding.
 Allow students to start an alphabet scrap book/interactive notebook. They can
write the alphabet letters, use foldables, and draw or paste pictures to match.
 Use real life objects as visual aids. One idea is to provide a shoebox of objects
that the student’s study buddy can help them pronounce.

Early production
They may also learn to speak some words and begin forming short phrases, even
though they may not be grammatically correct.
They can use short one- or two-word phrases in language chunks they have
memorized, even though the words might not always be used correctly.

 Continue to build student’s receptive vocabulary with picture support as much


as possible.
 Use a variety of graphic organizers, charts, graphs, and maps.
 Provide diagrams students can label, such as parts of the body, items of
clothing, types of foods, a map of the school, or parts of the playground.

Speech emergence
 learn to communicate by putting the words in short phrases, sentences, and questions.
Again, they may not be grammatically correct, but this is an important stage during
which learners gain greater comprehension and begin reading and writing in their
second language.
They will be able to ask simple questions, like “is it lunch time?” They will initiate short
conversations with peers. They will understand easy read aloud stories supported with
pictures. They should be able to do some content work, with guidance and support.

 Provide charts, graphs, graphic organizers, and templates with word banks for
students to complete.
 Provide vocabulary flash cards for content subjects with definitions and
illustrations if possible.
 Allow students to write short narratives about themselves from personal
experiences.
 Provide leveled books for homework and in class reading.

Intermediate fluency
They usually acquire the ability to communicate in writing and speech using more
complex sentences. This crucial stage is also when learners begin actually thinking in
their second language, which helps them gain more proficiency in speaking it.
These students will draw upon strategies from their native languages to help them
learn English. They can make inferences, express their opinions and usually be able to
justify these with evidence.
They will ask questions to clarify content or to be sure of directions. Most of these
students should be able to work on grade level materials as long as there is some
teacher support. Writing at this stage can still be problematic due to spelling errors,
word usage, and sentence structure issues.

 Provide vocabulary previews with definitions to backfill before teaching new


content. Make connections with material previously taught, as well as
connections with the student’s prior knowledge.
 Reiterate directions and welcome questions from students who need
clarification even if you have told them more than once.
 Provide ready references students can always quickly access such as
multiplication number charts, spelling lists.

Advanced fluency
second language learners need ongoing opportunities to engage in discussions
and express themselves in their new language, in order to maintain fluency in it.

The key to learning a new language and developing proficiency in speaking and
writing that language is consistency and practice. A student must converse with
others in the new language on a regular basis in order to grow their fluency and
confidence. 

 Provide multiple non-fiction sources and texts for research purposes. Allow
students to browse online sites for content area information used in their writing
assignments if possible.
 Provide students with timely feedback on their reading and writing progress.
 Provide a “reading and writing friendly” classroom environment as much as
possible so that students will want to read and write.

NATURE vs NURTURE
Refers to the way children learn their native language
• Babbling stage
• One-word stage
• Two-word stage
• Telegraphic stage
Nature
innate
These theorist propose that we are pre-wired for language learning. It is part of
human nature. The brain contain a purpose to develop the language by itself.
Inherent hability to language.

Universal Grammar
the idea that human languages, as superficially diverse as they are, share some
fundamental similarities, and that these are attributable to innate principles
unique to language
the first is that children learn language at an exceedingly rapid rate seems to
happen at around 2, where they magically acquire a vast number of the rules
and generalities of their native language without explicit instruction and with
only a limited amount of specific types of trial and error.

Nuture
learned
Is proposed that language is entirely learned by behaviour. Infants learn by
experiences.

Behaviourists propose that a child’s environment is the most important factor in


first language acquisition. Knowledge is given through the environment and the
senses as a response to stimuli. It is possible that first language acquisition
includes speech imitation and condicionating.

Critical Period
there is a critical period during which the human mind is able to learn language; before
or after this period language cannot be acquired in a natural fashion.

The expression 'tritical period hypothesis" is also sometimes used to refer to the concept that
an age-related decline in neural plasticity is the cause of increasing difficulties in language
learning (Penfield & Roberts 1959)

potential explanation of age effects on language acquisition. biologically linked to age. The
hypothesis claims that there is an ideal 'window' of time in a person’s life to acquire
language in a linguistically rich environment, after which further language acquisition
becomes much more difficult and effortful

You might also like