Second Language Acquisition - FCS SIOP Book Study
Second Language AcquisitionPresented by:Carol BehelJessica McCarley
OBJECTIVESContent Objectives:Teachers can understand the difference betweenfirst and second language learning. Teachers can understand the stages of languageacquisition. Language Objectives:Teachers can state the stages of languageacquisition. Teachers can define CALPS and BICS.
SCENARIOSA first grade teacher is thinking . “Well, I’m worried about a fewstudents in my room, and I just don’t know what to do. I feel likeI have tried all things I know to do, and they are not making thegrowth and progress I want for them”.“First, Sammy. He is an English learner and he isn’t makingmuch progress in reading. And then, Jose; he is also an EL. Hetalks with me, but not out loud during group time on the carpetor during reading groups. I am really worried about him becausehe is repeating first grade”.“And then, well, Kenisha. I’m worried about her too. She isn’t anEnglish learner, but I don’t think she has much language. Shecan read words, but she doesn’t know what they mean. When Iread aloud she doesn’t talk or add to the discussion”.
FIRST AND SECOND LANGUAGE ACQUISITION?WHAT IS THE DIFFERENCE?
FIRST LANGUAGE ACQUISITIONSECOND LANGUAGE ACQUISITION Parents model language in a safe andnurturing environment. Learners already have a language forcommunication and thinking. While developing language, childrenhave countless opportunities to try outlanguage, interact with speakers, andreceive modeling. Peers and teachers are models forlanguage. Learners can transfer thought processesfrom one language to the other. Most children develop high levels of firstlanguage proficiency. Learners can code switch, using keyphrases in one or the other language to First language acquisition is morecommunicate greater meaning than ifinternally motivated than second language they relied only on one language.acquisition, because an innate cognitiveprocess is involved in learning a first Learners often have fewer opportunitieslanguage.to interact with second language models.
TO REMEMBER: It is important to understand the needs of first andsecond language learners. Both are acquiring higher levels of English, but indifferent contexts and in different ways. Students need exposure to comprehensibleinformation, messages, and language models; then theywill absorb the language and develop competency. Children need exposure to high-interest, informativelanguage models to increase their level of language.
SECOND LANGUAGE ACQUISITIONWhen a teacher is able to identify a student’s stage ofEnglish language proficiency, he or she can planinstruction to meet the language needs of that student.There are five stages in SLA:Stage 1: Silent/ReceptiveStage 2: Early ProductionStage 3: Speech EmergenceStage 4: Intermediate Language ProficiencyStage 5: Advanced Language Proficiency
STAGE 1: SILENT/ RECEPTIVE Students typically maintain a silent period.Students are able to understand 500 receptive words but arenot comfortable using them expressively.Students are able to understand new words taught in anunderstandable and meaningful way.Students are allowed to remain silent until they are ready tospeak.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 avocabulary of some 1,000 words.Students are capable of indicating their understanding of novelinformation 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 ofpictures.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 LANGUAGEPROFICIENCY6,000 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 inclass.Classroom Activities: Predict Debate Defend Create Analyze Make inferences
STAGE 5: ADVANCED LANGUAGEPROFICIENCYMost of ELs at this stage have been exited or are ready toexit the EL program. Fully participate in grade-level activities, with additionalsupport as needed. Near native-like fluency.Classroom Activities: The same ones you use with English native speakers.
As students progress through the stages, theydevelop two types of language proficiency:social and academic, often referred as BICSand CALP.
Basic Interpersonal Communicative SkillsConversational, social, everyday language. Fluency takes 1-3 years.English language learners can comprehend sociallanguage by: observing speakers’ non-verbal behavior(gestures, facial expressions and eye actions); Voice cues such as phrasing, intonations, andstress; Pictures, concrete objects, and other contextualcues 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 learnersto become proficient in the language of theclassroom because:non-verbal clues are absent;there is less face-to-face interaction;academic language is often abstract;literacy demands are high, andCultural/linguistic knowledge is often needed tocomprehend fully.
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 i
chapter 4/ Models of SIOP Implementation and Professional Development 42 Statewide SIOP Implementation In some states, the SIOP Model is part of an overall educational reform effort. For ex-ample, in Idaho, SIOP training began as part of a reading improvement initiative. Ini-tially, twelve school districts from across the state were selected and one representative
Approved for public release; distribution is unlimited. Case 09-9166. 14 January 2010 List of Figures Figure 1: FCS System of Systems [FCS 2008a] 4 Figure 2: Software is a Key Enabler of the FCS Concept and the Global Information Grid [FCS 2008b] 5 Figure 3: FCS Core Program and Spin Outs 6
The influence factors of second language acquisition . The main factors that affect second language acquisition. Individual factors of learners . The main process of second language acquisition includes perception, understanding, consolidation and application is very important for the study of the second language acquisition ,it .
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c h a p t e r 1 The SIOP Model and Young Learners/ 4 indicators of the protocol, you can begin to understand how closely a lesson might meet the features of the SIOP Model. The following discussion provides an overview of the model as teachers would use it for preschool learning activities
SIOP lesson plan and quiz Write lesson plan using SIOP and class discussions Program Outcome 1 : Students will be able to create and maintain a positive learning environment. Concept map, response papers, and SIOP lesson plan Class discussions, response paper, conduct &
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