1. Support student with English as a Second Language
CHCEDS014
Support student with English as a Second Language

2. Facts about L2 Acquisition

3. Five Facts about L2 Acquisition
All learners of second languages subconsciously transfer grammatical properties of their first language to the second language.

4. Five facts about L2 acquisition
Like first language acquisition, second language acquisition proceeds by stages and is characterized by developmental orders.

5. Five facts about L2 acquisition
The learner’s knowledge of the second language develops systematically, which means that errors are not random.

6. Five facts about L2 acquisition
Learners have variable intuitions about the second language and their production of it is variable at different stages of development.

7. Five facts about L2 acquisition
Compared with native speakers, second language learners’ internalized grammatical knowledge is incomplete.

8. The Five Stages Of L2 Acquisition

9. 1. Silent/Receptive may last from several hours to several months
new language learners typically spend time learning vocabulary and practice pronouncing new words.
may engage in self-talk
they don’t normally speak the language with any fluency or real understanding.
This stage is controversial among language educators. Ana Lomba disagrees that second language learners are totally silent while they are in this first learning stage. Instead, Lomba states that “speech is fundamental in language acquisition” and learners excel in language acquisition when they apply what they learn as they learn it.

10. 2. Early Production may last about six months,
language learners typically acquire an understanding of up to 1,000 words.
may also learn to speak some words and begin forming short phrases, even though they may not be grammatically correct.

11. 3. Speech Emergence
learners typically acquire a vocabulary of up to 3,000 words
learns to communicate by putting the words in short phrases, sentences, and questions
they may not be grammatically correct
learners gain greater comprehension
begin reading and writing in their second language.

12. 4. Intermediate Fluency
may last for a year or more after speech emergence
learners typically have a vocabulary of as many as 6,000 words
usually acquire the ability to communicate in writing and speech using more complex sentences.
learners begin actually thinking in their second language, which helps them gain more proficiency in speaking it.

13. 5. Continued Language Development/Advanced Fluency
takes most learners at least two years to reach this stage
up to 10 years to achieve full mastery of the second language in all its complexities and nuances.
learners need ongoing opportunities to engage in discussions and express themselves in their new language, in order to maintain fluency in it.

14. General Strategies
Know who your ELL students are and their proficiency in English
As with all your students, set high expectations.
Embed multicultural education throughout the curriculum
Assess and utilize the background knowledge of your students; use bilingual students as helpers.
Learn to pronounce student names correctly to help develop rapport
Use technology such as class websites, blogs, and videos.
Avoid testing exclusively in English, as students may not be able to demonstrate their learning in a second language.
Use structured note-taking formats such as graphic organizers and teach viewing comprehension strategies.
Utilize classroom routines and play music whenever possible.
. This can be obtained from the ESOL/bilingual teacher, guidance counsellor, social worker, or administration. You can also informally identify ELLs by watching for students who wait on others to move first and then copy what they are doing. It is important to note that their proficiency in listening, reading, speaking, and writing will vary within each student.

15. Supporting EAL Students and Families
How will parents’ language needs be catered for?
How will parents be informed about and engaged with school programs?
How will parents or guardians be engaged in their children’s learning or involved in assessment?
How will communication enable all parents to participate in the life of the
school?
Which contexts will provide opportunities for parents to understand the way in which the EAL program works?
What opportunities will parents have to express their needs and expectations?
Translating documents
Contacting and organising interpreters
Adding images to documents to go home
Being patient, positive and encouraging

16. Communication Barriers with EAL Students and Families
Lack of spoken language
Lack of reading skills in English
Embarrassment of English skills
Cultural differences in communication

17. Times when Communication Barriers may become Problematical
Parent/Teacher Interviews
Student Welfare Meetings
Behaviour Management Meetings
Communication about school events

18. Overcoming Communication Barriers
Translating Documents
Contacting and organising interpreting services, Community members who are bilingual or bilingual members of staff
Using other bilingual students
Using over the phone language services
Adding images to take home notes
Being patient, positive and encouraging

19. Factors Affecting Language Acquisition
Lack of exposure
Time to practice/people to practice with
Lack of resources
Motivation
Lack of opportunity
Culture shock
Schooling

20. Disruptions to schooling
Date of immigration
Length of learning time
literacy levels in their first language
Level of progress in English acquisition
Level of progress in other domains
Access to English outside of school hours
Are students attending classes in their own language?

21. Cultural Issues in the Classroom
Misunderstanding about religion
Misunderstanding about cultural dress/traditions
Requirements for specific types of food
Clash of different values or beliefs
Western Culture differences (WC promotes early independence and individuality)

22. Culture Shock
An extreme reaction to an international transition

23. Signs of Cultural Shock
Home sickness
Depression
Critical reactions
Stereotyping

24. Responses to Culture Shock
Supporting them to understand new cultural roles
Respecting their own culture
Not overwhelming them
Learning about their culture

25. Advocacy
Speaking on behalf of another. Upholding their rights.

26. TA’s Role with EAL Students
Assist in adapting resources
Translate tasks to EAL students alongside students
Support the participation of EAL students in the classroom
Act as a language model
Provide information to help teacher develop cross-cultural understandings
Provide resources for teachers (through professional learning)
Assist teachers to plan and implement a program inclusive of EAL learners needs

27. TA’s Role with EAL Students
Assist teacher in assessing EAL students competence in the English language
Organise cultural information for staff
Keep abreast of latest information in EAL

28. Confidentiality and the EAL Student
Very personal and sensitive information is collected in order to design programs tailored for EAL programs
Emotional needs are used to assess students
Educational needs and attainment are also used