Second Language Acquisition

Presented by: Carol Behel Jessica McCarley

OBJECTIVES

Content Objectives: Teachers can understand the difference between

first and second language learning. Teachers can understand the stages of language

acquisition. Language Objectives: Teachers can state the stages of language

acquisition. Teachers can define CALPS and BICS.

SCENARIOS A first grade teacher is thinking…. “Well, I’m worried about a few

students in my room, and I just don’t know what to do. I feel like I have tried all things I know to do, and they are not making the growth and progress I want for them”.

“First, Sammy. He is an English learner and he isn’t making much progress in reading. And then, Jose; he is also an EL. He talks with me, but not out loud during group time on the carpet or during reading groups. I am really worried about him because he is repeating first grade”.

“And then, well, Kenisha. I’m worried about her too. She isn’t an English learner, but I don’t think she has much language. She can read words, but she doesn’t know what they mean. When I read aloud she doesn’t talk or add to the discussion”.

FIRST AND SECOND LANGUAGE ACQUISITION???

WHAT IS THE DIFFERENCE?

FIRST LANGUAGE ACQUISITION

Parents model language in a safe and nurturing environment. While developing language, children have countless opportunities to try out language, interact with speakers, and receive modeling. Most children develop high levels of first language proficiency. First language acquisition is more internally motivated than second language acquisition, because an innate cognitive process is involved in learning a first language.

SECOND LANGUAGE ACQUISITION

Learners already have a language for communication and thinking.

Peers and teachers are models for language.

Learners can transfer thought processes from one language to the other.

Learners can code switch, using key phrases in one or the other language to communicate greater meaning than if they relied only on one language.

Learners often have fewer opportunities to interact with second language models.

TO REMEMBER: It is important to understand the needs of first and

second language learners.

Both are acquiring higher levels of English, but in different contexts and in different ways.

Students need exposure to comprehensible information, messages, and language models; then they will absorb the language and develop competency.

Children need exposure to high-interest, informative language models to increase their level of language.

SECOND LANGUAGE ACQUISITION When a teacher is able to identify a student’s stage of

English language proficiency, he or she can plan instruction to meet the language needs of that student.

There are five stages in SLA: Stage 1: Silent/Receptive Stage 2: Early Production Stage 3: Speech Emergence Stage 4: Intermediate Language Proficiency Stage 5: Advanced Language Proficiency

STAGE 1: SILENT/ RECEPTIVE Students typically maintain a silent period. Students are able to understand 500 receptive words but are

not comfortable using them expressively. Students are able to understand new words taught in an

understandable and meaningful way. Students are allowed to remain silent until they are ready to

speak. Classroom activities: Listen Point Draw Choose Mime

STAGE 2: EARLY PRODUCTION Students are able to speak using one or two word phrases. Students are able to comprehend and use expressively a

vocabulary of some 1,000 words. Students are capable of indicating their understanding of novel

information by responding to simple questions (e.g., who?, what?)

Classroom Activities: Name Label List Categorize

STAGE 3: SPEECH EMERGENCE Students are able to use short phrases and simple sentences. Students can understand short stories read in class with support of

pictures. Students have a word bank of approximately 3,000 words. Students are able to do some content work with teacher support.

Classroom Activities: Recall Retell Describe Define Compare/Contrast

STAGE 4: INTERMEDIATE LANGUAGE PROFICIENCY 6,000 words active/receptive vocabulary. Very good comprehension More complex sentences Express opinions and share thoughts. They will ask questions to clarify what they are learning in

class. Classroom Activities: Predict Debate Defend Create Analyze Make inferences

STAGE 5: ADVANCED LANGUAGE PROFICIENCY Most of ELs at this stage have been exited or are ready to

exit the EL program. Fully participate in grade-level activities, with additional

support as needed. Near native-like fluency. Classroom Activities: The same ones you use with English native speakers.

As students progress through the stages, they develop two types of language proficiency:

social and academic, often referred as BICS and CALP.

Basic Interpersonal Communicative Skills

Conversational, social, everyday language. Fluency takes 1-3 years. English language learners can comprehend social

language by: observing speakers’ non-verbal behavior

(gestures, facial expressions and eye actions); Voice cues such as phrasing, intonations, and

stress; Pictures, concrete objects, and other contextual

cues which are present; and Repetition of over used expressions.

Cognitive Academic Language Proficiency

School, textbook, academic language. It takes 5-7 years for English language learners

to become proficient in the language of the classroom because:

non-verbal clues are absent; there is less face-to-face interaction; academic language is often abstract; literacy demands are high, and Cultural/linguistic knowledge is often needed to

comprehend fully.