Second language acquisition stages

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