1. Second Language Acquisition Jefferson County Board of Education ESL Department By: Rachael Carden

2. Content Objective: Identify the academic language behaviors of our EL students and determine their stage of language acquisition. Language Objective: Describe characteristics of the stages of language acquisition Key vocabulary: Stages of Language Acquisition, pre-production, early production, speech emergence, intermediate fluency, advanced fluency, BICS, CALP, iceberg, dual iceberg theory

3. Second Language Acquisition: Myths & Misconceptions Do you agree or disagree with the following statements? AgreeDisagree 1 Oral fluency is a strong indicator that an EL will succeed in the classroom. 2 Younger children learn a second language faster than older children. 3 Placing a child learning English in a mainstream classroom will ensure that he/she will succeed in learning English quickly.

4. I Agree with___ because… I Disagree with___ because…

5. Do you agree or disagree with the following statements? AgreeDisagree 4 When an EL has acquired communicative fluency, he will be able to handle academic assignments with little difficulty. 5 It is important to insist that beginning ELs speak in the classroom. 6 Teacher should encourage ELs to continue reading in their native language.

6. I Agree with___ because I Disagree with___ because

7. Do you agree or disagree with the following statements? AgreeDisagree 7 A child saying “goed” for “went” shows that he is not learning (mastering) the patterns of English. 8 ELs should not be interrupted and corrected as they make mistakes when speaking. 9 Teachers should suggest to parents of ELs that they use English and avoid using the native language at home.

8. I Agree with___ because I Disagree with___ because

9. Language Acquisition: Knowing Our Students

11. Social Language Academic Language

12. Dual Iceberg Theory

13. Developmental Stages of Second Language Acquisition StagesWIDA Correlation Pre-production Early production Speech emergence Intermediate fluency Advanced fluency Entering (1.0-1.9) Beginning (2.0-2.9) Developing (3.0-3.9) Expanding (4.0-4.9) Bridging (5.0-5.9)

14. Description of the Developmental Stage Activities That Promote Language Acquisition Students: Experience a silent period Listen to language Begin to develop a receptive vocabulary Demonstrates comprehension nonverbally Hands-on activities Games Role playing Dramatization Storytelling

15. Plant Cell Animal Cell

16. Beginning/Early Production Description of the Developmental Stage Activities that Promote Language Acquisition Students: Continue to develop receptive vocabulary Produce words that they have heard repeatedly and understood Can respond to simple questions Hands-on learning activities Ask questions that require single word responses to encourage verbal interaction

17. Touch And Go Write answer words and place them around the room. Students will be divided into 2 to 3 teams. Call out a question that the students can find the answer written on the cards placed around the room. Student that touches the answer first gets a point. Variation: Draw a picture or write a characteristic of the words written on the wall. Touch And Go Write answer words and place them around the room. Students will be divided into 2 to 3 teams. Call out a question that the students can find the answer written on the cards placed around the room. Student that touches the answer first gets a point. Variation: Draw a picture or write a characteristic of the words written on the wall.

18. Language Broker Strategy Teachers may ask students questions about an experiment/book/proble m/etc. Teachers also may ask students to read a passage from the book and summarize 3 points. Teachers may ask students to name 3 reasons why/why not. Break the students into groups. Have students answer prompt. From each group pair an more advanced speaker with one that is less advanced. Those two students will rotate to each group. The advanced speaker will share their groups opinion while the less advanced speaker will have the opportunity to listen to the advanced speaker multiple times.

19. Questions Why is it important to know your ELs language developmental stage? How will it help you to know an EL’s language developmental stage when teaching content in the classroom?

20. Description of the Developmental Stage Activities that Promote Language Acquisition Students… continue to develop receptive vocabulary begin to produce combinations of words (i.e., phrases/short sentences) make errors when trying to communicate hands-on learning activities activities designed to develop higher levels of language use (e.g. making simple comparisons, describing and sequencing events) language experience activities

21. Human Timeline

22. The South secedes. Attack on Fort Sumter. Emancipation Proclamation. Assassination of President Lincoln The South surrenders.

23. Please Parenthesis Excuse Exponents My Multiplication Dear Division Aunt Addition Sally Subtraction

24. Expanding/ Intermediate Fluency Description of the Developmental Stage Activities that Promote Language Acquisition Students… continue to develop receptive vocabulary develop speech and fluency engage in conversation and produce full sentences and connected narrative produce language that reflects critical and creative thinking hands-on learning activities activities that integrate the learning of language and content to promote the development of higher levels of language use

25. Fishbone Activity

26. Description of the Developmental Stage Activities that Promote Language Acquisition Students… approach native-like fluency continue to use the strategies previously discussed, as needed, to support language development at this stage

27. How did we do? Content Objective: Identify the academic language behaviors of our EL students and determine their stage of language acquisition. Language Objective: Describe characteristics of the stages of language acquisition. Key vocabulary: Stages of Language Acquisition, pre-production, early production, speech emergence, intermediate fluency, advanced fluency, BICS, CALP, iceberg, dual iceberg theory

28. Parallel LinesT-ChartsVenn DiagramsExit SlipVocabulary MapCarousel ChartsCenterpiece ActivityLanguage BrokerHot OnionK I MFishboneHuman Timeline

29. Exit slip What is one thing you can do to advance the language acquisition of one of your students tomorrow?