Language learning & Language acquisition

• L1 is acquired and L2 is learned.

• This is because we understand that the first language is acquired through experience while the second language usually comes with formal teaching.

The order of acquisition

• We

… present the language orally; the child listens

… then ask the children to reproduce the language orally; the child speaks

… then present language in the written form; the child reads

… finally ask then to reproduce this language in a written form; the child writes

Stages of Second Language Acquisition

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

Stage I: Pre-production

This is the silent period. English language learners may have up to 500 words in their receptive vocabulary but they are not yet speaking. Some students will, however, repeat every thing you say. They are not really producing language but are parroting.

These new learners of English will listen attentively and they may even be able to copy words from the board. They will be able to respond to pictures and other visuals. They can understand and duplicate gestures and movements to show comprehension. Total Physical Response methods will work well with them. Teachers should focus attention on listening comprehension activities and on building a receptive vocabulary.

English language learners at this stage will need much repetition of English.

Some techniques at stage 1

Use of visual aids and gestures

• Slow speech emphasizing key words

• Do not force oral production

• Write key words on the board with students copying them as they are presented

• Use pictures and manipulatives to help illustrate concepts

• Use multimedia language role models

• Use interactive dialogue journals

• Encourage choral readings

• Use Total Physical Response (TPR) techniques

Remember: When working in preprimary levels at this stage, children understand but do not verbalize language. They may respond not verbally.

Structures to be used

·         Show me…

·         Color…

·         Put a tick…

·         Circle…

·         Cross out…

·         Point to…

·         Draw a/an….

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. In other words children begin to produce familiar words or short phrases.

Here are some suggestions for working with students in this stage of English language learning:

• 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.
• Use pictures and realia to support questions.
• Modify content information to the language level of ELLs.
• Engage students in charades and linguistic guessing games
• Do role-playing activities
• Build vocabulary using pictures.
• Provide listening activities.
• Simplify the content materials to be used. Focus on key vocabulary and concepts.
• When teaching elementary age ELLs, use simple books with predictable text.
• Support learning with graphic organizers, charts and graphs.
• Begin to foster writing in English through labeling and short sentences. 
• Use newspaper ads and other mainstream materials to encourage language interaction

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. 

Here are some simple tasks they can complete:

• Sound out stories phonetically.
• Read short, modified texts in content area subjects.
• Complete graphic organizers with word banks.
• Understand and answer questions about charts and graphs.
• Match vocabulary words to definitions.
• Study flashcards with content area vocabulary.
• Participate in duet, pair and choral reading activities.
• Write and illustrate riddles.
• Understand teacher explanations and two-step directions.
• Compose brief stories based on personal experience.
• Write in dialogue journals.
• Dialogue journals are a conversation between the teacher and the student. They are     especially helpful with English language learners. 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.

    Remember that in preprimary education, children have a limited vocabulary and respond in short phrases or sentences. Students begin to use dialogue and can ask simple questions.

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. So children begin to make complex statements, state opinions, ask for clarification, share their thoughts, and speak at greater length.

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.

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. Students have developed some specialized content-area vocabulary and can participate fully in grade-level classroom activities.