Using Age-Appropriate Comprehensible Input to Engage ELLs in the Home and Classroom Kathy Hart Smith, PhD

What is comprehensible input? Children learn new information because it is introduced alongside or using information they already have.

Watch my example 

Let’s just think about how any child learns language Pre-speech –Initial vocalizations may be to show discomfort – crying, coughing, etc. Then when a caregiver reacts positively to a show of pleasure (grunts, babble, etc.), these are done more often. What does that show us? Babbling stage – This moves us into what we call the babbling stage. Unique to humans. May control pitch and volume. Can do raspberries. One word stage – Baby uses a word to indicate a single meaning. This may be action, to name something, or emotion. May be overextension, like all animals say ruff.

Two-word stage – Child is usually about 2 years old Two-word stage – Child is usually about 2 years old. Acquisition of words may be from 2 to 10 words per week. When child has about 40 words, they begin putting them together. Go bye-bye. Early multi-word stage or Telegraphic stage – Those close to child can understand him or her. May repeat longer sentences, use some grammar but will likely leave out parts of speech. Later multi-word stage – About age 5. Longer sentences of about 4 to 6 words and vocabulary increases more rapidly (about 20 words per day).

We can relate this to our understanding of ELLs: Silent Period. This first stage of language acquisition is very important. Although it appears nothing is happening, key connections are being made. A silent period will vary in length. It can last from a few weeks to over a year.

The second phase is called the early production stage The second phase is called the early production stage. During this time, children are likely to understand and use about 1000 words. These are usually single words (nouns and verbs) along with simple phrases. Children in the early production stage benefit from: singing playing musical games rhyming activities engaging in word plays But ELLs do not always engage in conversations with native speakers.

The third stage of language acquisition is the speech emergence stage The third stage of language acquisition is the speech emergence stage. While not always grammatically correct, children try to chunk phrases into sentences. They often have a vocabulary of about 3000 words and are more likely to talk with native speakers. In the classroom, it is more beneficial to give children in the speech emergence stage a good model of correct usage rather than correcting their attempts at speaking the new language.

Students are considered to be in the intermediate fluency stage when they have a vocabulary of about 6000 English words. May not have a full grasp of the meaning of all of these words. May not grasp the different homophones and homographs, like bark.  More willing to ask questions. May not always understand how to use English syntax In a preschool classroom, you may not see much difference between your native English speakers and second language young learners. 

Pictures are important!

We can use pictures for verbs, too!

Books with meaningful props!

What is Academic Language? Children sometimes feel there is something hidden or secret about school. Whisper Share Top of paper Language of school Vocabulary of structure/assignment or task Connects directions and content Rows Columns

Use QR Codes!

Remember to think about culture when working with ELLs

Give children constructivist opportunities to help them share and talk. What literacy skills do these constructivist activities help develop?

What are 5 types of comprehensible input that are age-appropriate for Head Start? Pictures Gestures Acting out Voice tone Props Using activities to involve children

How can you help others use comprehensible input? Demonstrate Explain – Might use QR codes! Observe others Share information!

What are 5 types of school readiness literacy skills that can be achieved using comprehensible input? Receptive language Oral language Understanding directions Concept of Print Academic language

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