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Stages of Second Language Acquisition by Judie Haynes Cecilia Maller A. Young Learners Workshop UST
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Page 1: Stages of Second Language Acquisition

Stages of Second Language Acquisitionby Judie Haynes

Cecilia Maller A.

Young Learners Workshop

UST

Page 2: Stages of Second Language Acquisition

What do you think about these ideas?

• 1. All new learners of English progress through the same stages to acquire language.

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• 2. However, the length of time each student spends at a particular stage may vary greatly.

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Stage I: Pre-production

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Silent Period:

• 500 words in receptive vocabulary – not yet speaking.

• Repeat everything Ts ( parents) say.

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• Not producing lg. : PARROTING.

• Listen: attentively.

• Respond: to pictures and visuals.

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• Show comprehension: How??

• Understand and duplicate gestures,movements.

• **Go to : Melhorvideoano

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What kind of method will work well with them?

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TPR

• You as Ts must focus attention on:

• listening comprehension activies and receptive vocabulary

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Now let´s introduce a song

• Ideas on how to do it…

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Hippo

Which animal is this?

Is it big or small?

Can you spell HIPPO?

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Eating

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Chocolate

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Lying

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MUD

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LAKE

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BLOWING BUBBLES

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Introduce the Hippo Song

• Check vocabulary.

• Teach TPR actions where possible.

• Ss listen to the song for general understanding.

• Ss sing along.

• “A happy hippo holiday”

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-

What do kids need at this stage?

• Much repetition of English

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Stage II: Early production

• This period may last 6 months:

• Ss develop receptive and active vocabulary ( 1000 words).

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What do Ss do at this period?

• Speak in 1 or 2 word phrases.

• Use of memorized short language chunks ( =a large part or amount of something)

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Suggestions for working with Ss in this stage:

• Ask yes/no and either/or questions.

• Accept one or two word responses.

• Give students the opportunity to participate in some of the whole class activities.

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• Use pictures and realia to support questions ( answers).

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• Modify content information to the language level of ELLs.

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• Build vocabulary using pictures.

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A Parade

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• Provide listening activities.

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The Ghost- reader

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• Simplify the content materials to be used.

• Focus on key vocabulary and concepts.

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• Support learning with graphic organizers, charts and graphs.

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• Begin to foster writing in English through labeling and short sentences.

• (To help to develop a skill)

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The biggest house on earth.Vanderbuilt´s house

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• Use a frame to scaffold( =structure to help ) writing.

• Ex.

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FORM

Examples:

• You are watching TV.

• Are you watching TV?

• You are not watching TV.

• So:

• [am/is/are + present participle= V+ing]

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Stage III: Speech emergence

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Characteristics

• Vocabulary of about 3000 words.

• Can communicate with simple phrases and sentences.

• Will ask simple Qs- not grammatically correct

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• Iniciate short conversations.

• Understand easy stories read in class +pictures.

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Here are some simple tasks they can complete

• · Sound out stories phonetically.

• · Read short, modified texts in content area subjects.

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• · Complete graphic organizers with word banks.

• · Understand and answer questions about charts and graphs.

• · Match vocabulary words to definitions.

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• · Study flashcards with content area vocabulary(example).

• · Participate in duet ( a piece of music for two performers), pair and choral reading activities.

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• · Write and illustrate riddles.

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• · Understand teacher explanations and two-step directions.

• · Compose brief stories based on personal experience.

• · Write in dialogue journals.

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What are dialogue journals?

• Dialogue journals are a conversation between the teacher and the student.

• They are especially helpful with English language learners.

• WHY??

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• Students can write about topics that interest them and proceed at their own level and pace. They have a place to express their thoughts and ideas.

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• Stage IV: Intermediate fluency

• At this stage Ss...

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• Have a vocabulary of 6000 active words.

• Use more complex sentences when speaking and writing.

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Willing to express opinions and share thoughts

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• Will ask Qs to clarify what they are learning.

• Able to work in grade level math and science classes with Ts support.

• Comprehension of Eng. Literature and Social Studies content- increases.

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• .. At this stage, students will use strategies from their native language to learn content in English.

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Many errors when writing

( complexity of English grammar and sentence structure)

• Able to translate written assignments from native language.

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• Make inferences from that learning

• Able to synthesize what learnt

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• This is the time for teachers to focus on learning strategies.

• Post lecture- Homework:

• What is a learning strategy?

• Which are the learning strategies? Just mention them.

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• Stage V: Advanced Fluency

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• 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.

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• 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.

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