ELL Students and the Stages of Second Language

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ELL Students and the Stages of Second Language Acquisition Presented by Evangelina Guerra

ELL Students and the Stages of Second Language Acquisition Presented by Evangelina Guerra

Levels of Language Proficiency � BICS Basic Interpersonal Communicative Skills 1 to 2 years

Levels of Language Proficiency � BICS Basic Interpersonal Communicative Skills 1 to 2 years � CALP Cognitive Academic Language Proficiency 5 to 7 years Cummings (1980)

Cognitive-Academic Language Proficiency (CALP) � Reading/writing connection � CALP needs to be connected very

Cognitive-Academic Language Proficiency (CALP) � Reading/writing connection � CALP needs to be connected very clearly to the known. � For ELLs to master CALP language, they need ample opportunities to orally practice the language.

Basic Interpersonal Communication Skills (BICS) � Everyday language � Communicative � Universal across all

Basic Interpersonal Communication Skills (BICS) � Everyday language � Communicative � Universal across all native speakers

Key Features of Proficiency Levels � Beginners: Little or no ability… � Intermediate: Limited

Key Features of Proficiency Levels � Beginners: Little or no ability… � Intermediate: Limited ability… � Advanced: Can handle grade-appropriate English with minimal support � Advanced high: Can handle gradeappropriate English

Stage I: Pre-production Beginners The silent period

Stage I: Pre-production Beginners The silent period

Stage I: Pre-production (Cont. ) Repeat every thing you say (parroting)

Stage I: Pre-production (Cont. ) Repeat every thing you say (parroting)

Stage I: Pre-production (Cont. ) Copy words from the board

Stage I: Pre-production (Cont. ) Copy words from the board

Stage I: Pre-production (Cont. ) Physical Response methods will work well

Stage I: Pre-production (Cont. ) Physical Response methods will work well

Stage I: Pre-production (Cont. ) Benefit from a “buddy” who speaks their language

Stage I: Pre-production (Cont. ) Benefit from a “buddy” who speaks their language

Stage II: Early Production Beginners Speak in one- or two-word phrases Hello

Stage II: Early Production Beginners Speak in one- or two-word phrases Hello

Stage II: Early Production (Cont. ) Use short language chunks that have been memorized

Stage II: Early Production (Cont. ) Use short language chunks that have been memorized

Stage II: Early Production (Cont. ) Provide listening activities

Stage II: Early Production (Cont. ) Provide listening activities

Stage II: Early Production (Cont. ) Support learning with graphic organizers, charts and graphs

Stage II: Early Production (Cont. ) Support learning with graphic organizers, charts and graphs

Stage II: Early Production (Cont. ) Build vocabulary using pictures

Stage II: Early Production (Cont. ) Build vocabulary using pictures

What Might a Beginner Listener Understand? Good morning, class. Today we are going to

What Might a Beginner Listener Understand? Good morning, class. Today we are going to study something brand new in math class. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net. ” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That is the net of the cylinder.

Stage III: Speech Emergence Intermediate Ask simple questions

Stage III: Speech Emergence Intermediate Ask simple questions

Stage III: Speech Emergence (Cont. ) Initiate short conversations with classmates

Stage III: Speech Emergence (Cont. ) Initiate short conversations with classmates

Stage III: Speech Emergence (Cont. ) Understand easy stories read in class with the

Stage III: Speech Emergence (Cont. ) Understand easy stories read in class with the support of pictures

Stage III: Speech Emergence (Cont. ) Be able to do some content work with

Stage III: Speech Emergence (Cont. ) Be able to do some content work with teacher support

What Might an Intermediate Listener Understand? Good morning, class. Today we are going to

What Might an Intermediate Listener Understand? Good morning, class. Today we are going to study something brand new in math class. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net. ” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That is the net of the cylinder.

Stage IV: Intermediate Fluency Advanced Use more complex sentences when speaking and writing

Stage IV: Intermediate Fluency Advanced Use more complex sentences when speaking and writing

Stage IV: Intermediate Fluency (Cont. ) Express opinions and share their thoughts

Stage IV: Intermediate Fluency (Cont. ) Express opinions and share their thoughts

Stage IV: Intermediate Fluency (Cont. ) Ask questions to clarify what they are learning

Stage IV: Intermediate Fluency (Cont. ) Ask questions to clarify what they are learning in class

Stage IV: Intermediate Fluency (Cont. ) Be able to work in grade level math

Stage IV: Intermediate Fluency (Cont. ) Be able to work in grade level math and science classes with some teacher support

What Might an Advanced Listener Understand? Good morning, class. Today we are going to

What Might an Advanced Listener Understand? Good morning, class. Today we are going to study something brand new in math class. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net. ” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That is the net of the cylinder.

Stage V: Advanced Fluency Advanced High It takes students from 5 -7 years to

Stage V: Advanced Fluency Advanced High It takes students from 5 -7 years to achieve cognitive academic language proficiency in a second language

Stage V: Advanced Fluency (Cont. ) Most ELLs at this stage have been exited

Stage V: Advanced Fluency (Cont. ) Most ELLs at this stage have been exited or ready to exit from ESL

Stage V: Advanced Fluency (Cont. ) Need some support from classroom teachers especially in

Stage V: Advanced Fluency (Cont. ) Need some support from classroom teachers especially in content areas such as history/social studies and in writing.

What Might an Advanced-High Listener Understand? Good morning, class. Today we are going to

What Might an Advanced-High Listener Understand? Good morning, class. Today we are going to study something brand new in math class. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net. ” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That is the net of the cylinder

Three Principles to Improve Achievement for ELLs 1. Instruction in the primary language aids

Three Principles to Improve Achievement for ELLs 1. Instruction in the primary language aids achievement. 2. Instruction must have clear goals and objectives for language and literacy development. 3. ELLs require instructional accommodations. (adapted from Goldenberg, 2006)

Making Input Comprehensible � Use authentic language � Simplify teacher talk � Use non-verbal

Making Input Comprehensible � Use authentic language � Simplify teacher talk � Use non-verbal cues. � Stress student involvement: hands-on activities. � Use manipulatives, realia, and visuals. � Create a low-stress, friendly environment. � Use prior content introduction in the primary language.

Variables Affecting Second Language Acquisition � What individual (inside the ELL) variables may affect

Variables Affecting Second Language Acquisition � What individual (inside the ELL) variables may affect how quickly and/or how successfully a student can acquire English? › › › Prior schooling/gaps in schooling Literacy in the primary language/CALP Affective Personality Motivation

Variables Affecting Second Language Acquisition � What context (outside the ELL) variables may affect

Variables Affecting Second Language Acquisition � What context (outside the ELL) variables may affect how quickly and/or how successfully a student can acquire English? › › Teaching method Learning environment Materials Class dynamics

Effective Instruction for ELLs Requires an understanding of and is guided by a knowledge–base

Effective Instruction for ELLs Requires an understanding of and is guided by a knowledge–base familiar with: � Second language acquisition � English � Key language proficiency standards components of reading