Language Language Acquisition TheoryAcquisition Theory

Strategies for the Second Strategies for the Second Language LearnerLanguage Learner

Basic BICS—2 Years to Basic BICS—2 Years to DevelopDevelop

• Basic Interpersonal Communication Basic Interpersonal Communication Skills-BICSSkills-BICS

• Social skillsSocial skills• Face-to-face InteractionFace-to-face Interaction• Developed through exposure to English Developed through exposure to English

speaking peers, TV, and schoolspeaking peers, TV, and school• Personality variables—motivation, self-Personality variables—motivation, self-

esteem, confidenceesteem, confidence• This is the daily oral language students use This is the daily oral language students use

to communicate in the new languageto communicate in the new language

Cognitive CALP—Cognitive CALP—5-7 Years to Develop5-7 Years to Develop

• Cognitive Academic Language Cognitive Academic Language Proficiency-CALPProficiency-CALP

• Academic skillsAcademic skills• Literacy related language skillsLiteracy related language skills• Developed through reading Developed through reading

comprehension, writing ability, higher comprehension, writing ability, higher order thinking skillsorder thinking skills

• Primary language development Primary language development influentialinfluential

Natural Order Natural Order HypothesisHypothesis

• Average order of acquisition occurs Average order of acquisition occurs reliablyreliably

• Grammatical structures are acquired Grammatical structures are acquired in a predictable order in a predictable order

• Acquisition of the first language and Acquisition of the first language and acquisition of a second language are acquisition of a second language are not done at the same ratenot done at the same rate

Pre-productionPre-production

• First they listenFirst they listen• Usually a Non-English Speaker or very Usually a Non-English Speaker or very

limited based on IPT Tests—IPT Tests will limited based on IPT Tests—IPT Tests will be previewed laterbe previewed later

• Student responds non-verballyStudent responds non-verbally• Time: 10 hours to 6 monthsTime: 10 hours to 6 months• 500 Receptive words (words they 500 Receptive words (words they

understand in English)understand in English)• BICS are developing (playground language)BICS are developing (playground language)

Early ProductionEarly Production

• Continued ListeningContinued Listening• Usually a Limited English Speaker based Usually a Limited English Speaker based

on IPT Testson IPT Tests• Student responds with one or two words Student responds with one or two words

and non-verballyand non-verbally• Time: 3.6 months to 1 yearTime: 3.6 months to 1 year• 1,000 receptive words1,000 receptive words• 10% of vocabulary is expressive10% of vocabulary is expressive• Continued BICS developmentContinued BICS development

Speech EmergenceSpeech Emergence

• Usually a Limited English Speaker to Usually a Limited English Speaker to a fluent speaker based on IPT Testsa fluent speaker based on IPT Tests

• Many errors in speech patterns but Many errors in speech patterns but the meaning is clearthe meaning is clear

• Time: 1-2 yearsTime: 1-2 years• 7,000 receptive words7,000 receptive words• 10% of vocabulary is expressive10% of vocabulary is expressive• Continued BICS developmentContinued BICS development

Intermediate FluencyIntermediate Fluency

• May seem fluent (based on IPT) but May seem fluent (based on IPT) but needs to expand vocabulary and needs to expand vocabulary and CALPCALP

• Engages in dialogueEngages in dialogue• Time: 3-4 yearsTime: 3-4 years• 12,000 receptive words12,000 receptive words• 10% of vocabulary is expressive10% of vocabulary is expressive• CALP developmentCALP development

Introduction of Teaching Introduction of Teaching StrategiesStrategies

• Brainstorm in groups for strategies Brainstorm in groups for strategies for each area.for each area.

• CompareCompare

Preproduction StrategiesPreproduction Strategies

• 90 % Teacher Talk90 % Teacher Talk• TPRTPR• ModelingModeling• Active student involvementActive student involvement• Who, what, where, and yes/no questionsWho, what, where, and yes/no questions• Student follows commandsStudent follows commands• Use of pictures and realia (actual objects Use of pictures and realia (actual objects

best)best)• Word wallsWord walls• Slow speech—not louderSlow speech—not louder

Early Production Early Production StrategiesStrategies

• 50-60% teacher talk, 50-60% teacher talk, • TPR with responses both verbal and non-verbalTPR with responses both verbal and non-verbal• Who-what-where questionsWho-what-where questions• Role playing (puppets)Role playing (puppets)• Completing sentencesCompleting sentences• Answer questions with phrases Answer questions with phrases • Labeling objects Labeling objects • Charades Charades • Interviews with guidelines Interviews with guidelines • Charts Charts • Tables Tables • Graphs, Graphs, • Newspaper ads Newspaper ads • ManipulativesManipulatives

Speech EmergenceSpeech Emergence• 40% teacher talk - - 60% 40% teacher talk - - 60%

student responsestudent response• Poetry Poetry • Predicting Predicting • Comparing Comparing • Describing Describing • Social interaction Social interaction • How—why questions How—why questions

Language experience Language experience stories stories

• Sentences Sentences • Retell in own wordsRetell in own words• Problem solving Problem solving • Group discussionGroup discussion• Labeling Labeling • ListingListing

• Mapping Mapping • Games Games • Charts Charts • Graphs Graphs • Tables Tables • Newspaper ads Newspaper ads • Group discussions Group discussions • Skits Skits • Oral reading by teacherOral reading by teacher• Music Music • Radio Radio • Video Film strips Video Film strips • Filing out forms Filing out forms • Descriptions of visuals Descriptions of visuals • Writing paragraphsWriting paragraphs

Intermediate FluencyIntermediate Fluency• 10% teacher talk10% teacher talk• Essay writing Essay writing • Language experienceLanguage experience• Analyzing charts and graphs Analyzing charts and graphs • Problem solving and Problem solving and

evaluating evaluating • Continuing with who-what-Continuing with who-what-

how-why questionshow-why questions• Prewriting activitiesPrewriting activities• Literary analysis Literary analysis • Ready for sheltered content Ready for sheltered content

subject areassubject areas• ParaphrasingParaphrasing• Negotiating meaningNegotiating meaning• Outlining and mappingOutlining and mapping• Oral discussions Oral discussions

• Radio Radio • Video Video • Telephone Telephone • Guided discourseGuided discourse• Language experienceLanguage experience• Reading aloud literary Reading aloud literary

excerpts excerpts • Poetry Plays Poetry Plays • Group panelsGroup panels• Newspaper articlesNewspaper articles• Assumptions Assumptions • Conjecture Conjecture • Predictions Predictions • Which questionsWhich questions

TPR—Total Physical Response Five TPR—Total Physical Response Five Step Process—If there is hesitation Step Process—If there is hesitation

or confusion begin againor confusion begin again• Instructor says and models new vocabulary wordsInstructor says and models new vocabulary words

—student listens—student listens• Instructor commands and models with: large Instructor commands and models with: large

group, then small group, then individualgroup, then small group, then individual• Instructor commands without modeling and: Instructor commands without modeling and:

large group responds by doing the action, then large group responds by doing the action, then small group, then individualsmall group, then individual

• Instructor recombines old and new commands Instructor recombines old and new commands without modeling and: group(s) responds by without modeling and: group(s) responds by doing the action, then individualdoing the action, then individual

• Instructor commands NOVEL COMMANDS (in Instructor commands NOVEL COMMANDS (in combination with basic commands) without combination with basic commands) without modeling and group(s) responds by doing the modeling and group(s) responds by doing the action, then individualaction, then individual

Amplified SpeechAmplified Speech

• Slower speechSlower speech• Clear pronunciationClear pronunciation• Shorter Simpler sentences and then high level Shorter Simpler sentences and then high level

languagelanguage• Controlled vocabularyControlled vocabulary• Restatement, examples, synonyms, Restatement, examples, synonyms,

expansionsexpansions• RepetitionsRepetitions• SummarizeSummarize• Pre-reading activitiesPre-reading activities• Environmental printEnvironmental print

ContextualizationContextualization

• Focus on the message; its meaning and Focus on the message; its meaning and the task to be accomplishedthe task to be accomplished

• Use visualsUse visuals• Use realia, props, manipulativesUse realia, props, manipulatives• Use audio cluesUse audio clues• Use body languageUse body language• Use graphs, charts, word webbing, mind Use graphs, charts, word webbing, mind

mappingmapping• Multi-sensoryMulti-sensory• Thematic teachingThematic teaching

Teacher/Student Initiated Teacher/Student Initiated InteractionInteraction

• Comprehension checksComprehension checks• Clarification requestsClarification requests• WH-questionsWH-questions• Referential questionsReferential questions• Sharing of personal experiences and Sharing of personal experiences and

feelingsfeelings• Interactive teachingInteractive teaching

Sheltered Courses—Sheltered Courses—Content AreaContent Area

• Definition: An instructional approach Definition: An instructional approach that helps LEP students learn content that helps LEP students learn content while acquiring Englishwhile acquiring English

• Make the core curriculum accessible to Make the core curriculum accessible to LEP studentsLEP students

• Boost English language acquisitionBoost English language acquisition• Provide a success experience, Provide a success experience,

strengthen self-concept, and ease strengthen self-concept, and ease process of acculturationprocess of acculturation

Characteristics of Sheltered Characteristics of Sheltered English InstructionEnglish Instruction

• Manipulative orientationManipulative orientation• Multi-model approachMulti-model approach• Thematic learningThematic learning• Literature-infusedLiterature-infused• HolisticHolistic• Focused on communicationFocused on communication• Student-centeredStudent-centered• InteractiveInteractive

Lesson Quick CheckLesson Quick Check

• Classroom EnvironmentClassroom Environment– Highly motivationalHighly motivational– Comfortable atmosphereComfortable atmosphere– No stress on oral productionNo stress on oral production– Sensitivity to cultural differencesSensitivity to cultural differences– Positive reinforcementPositive reinforcement

Lesson Quick Check Lesson Quick Check Cont.Cont.

• StudentStudent– Active participationActive participation– Engaged in oral communicationEngaged in oral communication– Time on taskTime on task

• TeacherTeacher– Task analyzed appropriatelyTask analyzed appropriately– Five step lesson planFive step lesson plan– Appropriate questioning techniquesAppropriate questioning techniques– Error acceptanceError acceptance– Simplified language structureSimplified language structure– Modeling and clear directionsModeling and clear directions– Checking for understandingChecking for understanding

Lesson Quick Check Lesson Quick Check Cont.Cont.

• Activities/StrategiesActivities/Strategies– Vocabulary development in contextVocabulary development in context– Use of visual aids and manipulativesUse of visual aids and manipulatives– Content driven curriculumContent driven curriculum– Listening, speaking, reading and Listening, speaking, reading and

writing activitieswriting activities– Cooperative activitiesCooperative activities– Student centered activitiesStudent centered activities

Merging Second Merging Second Language Acquisition Theory and Language Acquisition Theory and

Sheltered Content InstructionSheltered Content Instruction• Teachers must: function as a facilitator, Teachers must: function as a facilitator,

providing student centered activities which providing student centered activities which foster the acquisition of knowledgefoster the acquisition of knowledge

• Make the instruction comprehensibleMake the instruction comprehensible• Focus on communicationFocus on communication• Be aware of each student’s stage of Be aware of each student’s stage of

productionproduction• Be understanding and accepting of errors Be understanding and accepting of errors

in language productionin language production• Provide contextProvide context• Provide a low anxiety environmentProvide a low anxiety environment• Build on students’ prior experienceBuild on students’ prior experience

Lesson Plan Lesson Plan RequirementsRequirements

– Lesson is organized around an identifiable Lesson is organized around an identifiable topic and clearly defined objectives—Matched topic and clearly defined objectives—Matched to USOE Core Curriculumto USOE Core Curriculum

• Remember:Remember:– Teacher creates a positive learning situation (uses Teacher creates a positive learning situation (uses

anticipatory set, positive reinforcement, anticipatory set, positive reinforcement, appropriate learner feedback).appropriate learner feedback).

– Teacher frequently checks for understanding Teacher frequently checks for understanding (student correction procedure)(student correction procedure)

– Teachers tries to lower affective filter by: Teachers tries to lower affective filter by: • Accepting 1Accepting 1stst language responses language responses• Creates a safe environment that encourages 2Creates a safe environment that encourages 2ndnd language language• Allows students to volunteer answersAllows students to volunteer answers

Lesson Plan Cont.Lesson Plan Cont.– Choose at least six of the suggestions listed Choose at least six of the suggestions listed

below and incorporate in your lesson plan below and incorporate in your lesson plan activities for studentsactivities for students

– Graphic organizer (Venn diagram, webbing, maps)Graphic organizer (Venn diagram, webbing, maps)– Visuals (pictures, videos)Visuals (pictures, videos)– Manipulatives or realia (“real objects”)Manipulatives or realia (“real objects”)– Gestures/body language/ facial expressions (TPR)Gestures/body language/ facial expressions (TPR)– Pays attention to rate of speechPays attention to rate of speech– Simplifies vocabulary or rephrasesSimplifies vocabulary or rephrases– Repeats key vocabulary & puts language in Repeats key vocabulary & puts language in

contextcontext– Provide opportunities for student to listen and Provide opportunities for student to listen and

speak (role plays)speak (role plays)– Provides opportunities for students to read & writeProvides opportunities for students to read & write– Cooperative learning groupsCooperative learning groups– Vocabulary building games and exercisesVocabulary building games and exercises– Specify otherSpecify other

Lesson Plan ContinuesLesson Plan Continues• Each lesson must outline specific ways to address the Each lesson must outline specific ways to address the

ESL student’s needs in reading and writing in the four ESL student’s needs in reading and writing in the four major categories (preproduction, early production, major categories (preproduction, early production, speech emergence, and intermediate fluency)speech emergence, and intermediate fluency)

• Each lesson plan needs a simulation idea, minimum of Each lesson plan needs a simulation idea, minimum of four internet sites, a project from each of the following four internet sites, a project from each of the following technology programs: a video clip made from Movie technology programs: a video clip made from Movie Maker, a newsletter from Publisher, organizational Maker, a newsletter from Publisher, organizational idea from Inspiration, assessment collection model idea from Inspiration, assessment collection model from excel, and information from word filesfrom excel, and information from word files

• Each lesson plan must include a grading rubric for the Each lesson plan must include a grading rubric for the student’s final projectstudent’s final project

• Lesson Plan will be presented in PowerPoint at the Lesson Plan will be presented in PowerPoint at the end of the week and copied to a CD to give to all end of the week and copied to a CD to give to all teachersteachers

ALP levelsALP levels

• Level A – No English Proficiency, Level A – No English Proficiency, (Beginning), 3 ALP classes.(Beginning), 3 ALP classes.

• Level B – Limited English Proficiency, Level B – Limited English Proficiency, (Intermediate), 2-3 ALP classes(Intermediate), 2-3 ALP classes

• Level C – Limited English Proficiency Level C – Limited English Proficiency (Advanced). Monitored regularly, no or 1 (Advanced). Monitored regularly, no or 1 ALP classes.ALP classes.

• Level D – Full English Proficiency (Full). Level D – Full English Proficiency (Full). Out of ALP but monitored for 2 years.Out of ALP but monitored for 2 years.

• Level E – Former ALP student (exited).Level E – Former ALP student (exited).

ALP Program PlacementALP Program PlacementIPTIPT

ScoresScores

O-R-WO-R-W

ProficienProficiency Pointscy Points

Area of Area of English English LimitatiLimitati

onon

English English ProficienProficiency Levelcy Level

StatusStatus ProgramProgram

&&

ClassesClasses

Focus of Focus of LanguagLanguag

e e InstructiInstructi

onon

N-N-NN-N-N

L-N-NL-N-N1212

1111OralOral

ReadingReading

Writing Writing

AA

Beginning Beginning NEP NEP ALPALP

-Sheltered English-Sheltered English

-Individual English -Individual English InstructionInstruction

-Sheltered History-Sheltered History

BICS BICS

L-L-NL-L-N

L-L-LL-L-L

F-L-NF-L-N

F-L-LF-L-L

F-C-NF-C-N

1010

99

88

77

6 6

OralOral

ReadingReading

Writing Writing

BB

IntermediaIntermediatete

LEPLEP ALPALP

-Sheltered English-Sheltered English

-Individual English -Individual English InstructionInstruction

-Sheltered History -Sheltered History

BICSBICS

&&

CALP CALP

F-C-LF-C-L

F-L-C F-L-C 55

5 5 Writing Writing CC

Advanced Advanced LEP LEP ALPALP

-Individual English -Individual English Instruction Instruction

-Sheltered History-Sheltered History

(if needed)(if needed)

CALPCALP

F-C-CF-C-C 3 3 None None DD

FullFullFEP FEP Main StreamMain Stream

Monitor Monitor CORE CORE

F-C-C F-C-C 3 3 None None EE

Exit Exit MonitorMonitor

ed 2 ed 2 years years

Former ALP Student Former ALP Student CORECORE

IPT scoresO = OralR = ReadingW= WritingN = NonL = LimitedF = FluentC = Competent

Proficiency PointsF = 1C = 1L = 3N = 4

IPT DesignationNES = Non English SpeakerLES = Limited English SpeakerFES = Fluent English SpeakerNER = Non English ReaderLER = Limited English ReaderCER = Competent English ReaderNEW = Non English WriterLEW = Limited English WriterCEW = Competent English Writer

Box Elder High SchoolESL/ALP Gradual Exit Plan

2003-2004

1. Intensive English Instruction Mike Robinson

2. OUT:

3. ESL Government (sheltered) Peter Gerlach

4. Individual English Instruction Mike Robinson

5. OUT: Art, music, P.E

Medium Proficiency Category B1. OUT

2. English (sheltered) Martha Perea

3. ESL Government (sheltered) Peter Gerlach

4. Individual English Instruction Mike Robinson

5. OUT

High Proficiency Category C & D

1. OUT:

2. OUT

3. OUT: ESL Government (if needed) Peter Gerlach

4. Individual English Instruction (C’s if needed) Mike Robinson

5. OUT

Low Proficiency Category A