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Second Language Acquisition Stages
Damaris Escobar
REPUBLICA BOLIVARIANA DE VENEZUELA
UNIVERSIDAD PEDAGOGICA EXPERIMENTAL LIBERTADOR
INSTITUTO PEDAGÓGICO DE CARACAS
DEPARTAMENTO DE IDIOMAS MODERNOS
CÁTEDRA DE LINGÜÍSTICA
LINGUISTICS SEMINAR
TEACHER: MIRNA QUINTERO
June 2012
Developmental Patterns Individuals learning a second language use the same innate
processes that are used to acquire their first language from the
first days of exposure to the new language in spite of their age.
They reach similar developmental stages to those in first
language acquisition, making some of the same types of errors in
grammatical markers that young children make, picking up
chunks of language without knowing precisely what each word
means, and relying on sources of input humans who speak that
language-to provide modified speech that they can at least
partially comprehend (Collier, 1998).
The process is not linear: It is more like a zigzag
process (i.e. regular past tense, the morpheme “ed”
in its written form, pronounced three different
ways). Mastery occurs gradually over time until the
student gets the morpheme right in more and more
contexts until finally the subtleties of the use of the
particular structure (e.g. exceptions, spelling
variations, pronunciation contexts) has become a
subconscious part of the learner’s language system.
Developmental Patterns
Additional example (acquisition of the third person singular
present tense, adding “s” to the verbs). This morpheme
becomes part of the subconscious acquired system after
several years of exposure to standard English. Formal
teaching does not speed up the developmental process.
However, a high CALP (Cognitive Academic Language
Proficiency) level in the native language facilitates the
learning of a second language. Acquisition occurs through
exposure to correct use of the structure over time in many
different linguistic contexts that are meaningful to the
student.
Developmental Patterns
Stages Stage I Pre-production (Silent Period)
It is observed at the beginning of exposure to the
new language. It may last from a couple of days
to several months). Fact: ESL beginners who
listen but rarely speak in the new language make
just as much, and frequently more, progress in
second language development as their more
talkative classmates, by the end of the first year
of exposure to English.
Stage II: Early production
This stage may last up to six months and students
will develop a receptive and active vocabulary of
about 1000 words. During this stage, students
can usually speak in one- or two-word phrases.
They can use short language chunks that have
been memorized although these chunks may not
always be used correctly.
Stages
• Stage III: Speech emergence
Students have developed a vocabulary of about 3,000
words and can communicate with simple phrases and
sentences. They will ask simple questions, that may or
may not be grammatically correct, such as “ May I go to
bathroom? ” ELLs will also initiate short conversations
with classmates. They will understand easy stories read
in class with the support of pictures. They will also be
able to do some content work with teacher support.
Stages
Stage IV: Intermediate fluency
English language learners at the intermediate fluency stage
have a vocabulary of 6000 active words. They are beginning to
use more complex sentences when speaking and writing and
are willing to express opinions and share their thoughts. They
will ask questions to clarify what they are learning in class.
These English language learners will be able to work in grade
level math and science classes with some teacher support.
Comprehension of English literature and social studies content
is increasing. At this stage, students will use strategies from
their native language to learn content in English.
Stages
Stage IV: Intermediate fluency
Student writing at this stage will have many errors as
ELLs try to master the complexity of English grammar
and sentence structure. Many students may be
translating written assignments from native language.
They should be expected to synthesize what they have
learned and to make inferences from that learning. This
is the time for teachers to focus on learning strategies.
Students in this stage will also be able to understand
more complex concepts.
Stages
Stage V: Advanced Fluency
It takes students from 4-10 years to achieve cognitive
academic language proficiency in a second language.
Student at this stage will be near-native in their ability to
perform in content area learning. Most ELLs at this stage
have been exited from ESL and other support programs.
At the beginning of this stage, however, they will need
continued support from classroom teachers especially in
content areas such as history/social studies and in writing.
Stages
MATCHING INTERVENTION TO SECOND LANGUAGE (L2) ACQUISITION STAGESStage 1
Preproduction(First 3 months of L2
Exposure)STUDENT
CHARACTERISTICS• Silent period
• Focusing on comprehensionGOALS:
ORAL RESPONSES• Yes-no responses in English
• One-word answersGOALS:
VISUAL/WRITTEN RESPONSES
• Drawing/painting• Graphic designs
• CopyingGOALS:
PHYSICAL RESPONSES• Pointing
• Circling, underlining• Choosing among items
• Matching objects/pictures
Stage IIEarly Production
(3-6 months)• focusing on comprehension
• Using 1-3 word phrases• May be using routines/
formulas (e.g. “gimme five”)• 1-3 word responses
• Naming/labeling items• Choral responses
• Answering questions:either/or, who/what/where,
sentence completion
• Drawing/painting, graphicdesigns
• Copying• Grouping and labeling• Simple Reus responses
• Pointing• Selecting• Matching
• Construction• Mime/acting out responses
Stage IIISpeech Emergence(6 months–2 years)
• Increased comprehension• Using simple sentences• Expanding vocabulary
• Continued grammatical errors• Recalling
• Telling/retelling• Describing/explaining
• Comparing• Sequencing
• Carrying on dialogues• Written Responses
• Drawing, painting, graphics• Demonstrating
• Creating/constructing• Role-playing/acting
• Cooperative group tasks
Stage IVIntermediate Fluency
(2-3 years)• Improved comprehension
• Adequate face-to-faceconversational proficiency
• More extensive vocabulary
• Few grammatical errors• Predicting• Narrating
• Describing/explaining• Summarizing
• Giving opinions• Debating/defending
• Creative writing (e.g., stories)
• Essays, summaries• Drawing, painting,
graphics• Comprehensible written
tests• Demonstrating
• Creating/constructing• Role-playing
• Cooperative group work• Videotaped presentations
THANKS FOR YOUR
ATTENTTION