5-1 Chapter 5: Stages and Strategies in Second Language Acquisition With a Focus on Listening and Speaking ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

5-2 Training Outcomes Be familiar with the English language foundations for listening and speaking. Discuss the stages of second language development for listening and speaking Describe teaching strategies to support childrens second language development in listening and speaking

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 5-3 Learning Foundations What Children Know and Are Able to Do Describe the knowledge and development that preschool children typically demonstrate with appropriate support.

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 5-4 What Children Should Know and Do Listening -Children listen with understanding Speaking -Children use nonverbal and verbal strategies to communicate with others -Children begin to understand and use social conventions in English -Children use language to create oral narratives about their personal experiences

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 5-5 Definitions: Language Learning Second language acquisition is the process that a child goes through in learning more than one language. Learning to understand and use language is a gradual and ongoing process that begins at birth and continues through the early childhood years and beyond.

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 5-6 Second Language Acquisition at Age Three or Later Home language stage Home language stage Observational/ listening stage Observational/ listening stage Telegraphic/ formulaic speech stage Telegraphic/ formulaic speech stage Fluid language use stage Fluid language use stage ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

5-7 Home Language Stage May use home language with others May use home language with others Will eventually only use home language with others who also speak it Will eventually only use home language with others who also speak it May ultimately stop using home language May ultimately stop using home language ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

5-8 Observational/Listening Stage Follows home language stage Follows home language stage Observes others Observes others Tries to connect language with whats happening Tries to connect language with whats happening Child may be quiet when others are not speaking home language. Child may be quiet when others are not speaking home language. ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

5-9 Telegraphic/Formulaic Speech Stage Uses familiar word chunks: Go __, (Go up or Go mommy)Go __, (Go up or Go mommy) Gimme ____, (Gimme book or Gimme juice) Gimme ____, (Gimme book or Gimme juice) ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

5-10 Fluid Language Use Understands English language rules Understands English language rules Uses English more creatively Uses English more creatively Sounds more like a native speaker Sounds more like a native speaker Uses social and academic English Uses social and academic English ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

5-11 Snapshots of Students Number off from 1-3. Reconvene in number-alike groups. Refer to Handout 5A: Descriptions of the Stages of Second Language Acquisition. Use the snapshot that corresponds to your number.

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 5-12 Snapshots of Students Review the assigned snapshot. Discuss the various stages of language acquisition in relation to the child described in the snapshot (5 minutes). -Use Handout 5A as a resource. Come to a consensus on which stage(s) of second language acquisition most appropriately describe(s) the child in the snapshot (2 minutes). Reconvene as a whole group to share your impressions.

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 5-13 Keep in Mind... A child may appear to be in one or more of these stages depending on: -Context -Communication partners -Language scaffolds available to them -Opportunities provided by the teacher

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 5-14 Focus on Fluid Language Use Social English -Used in relaxed interactions with peers and adults. Academic English -Used in many school activities and lessons.

5-15 Social English Before academic English Spoken language Short, simple sentences ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

5-16 Examples of Social English Laura is talking with her friend Brianna outside during free play. Laura is telling Brianna to be the baby and that she will be the mommy. The teacher asks Juan what he did with his family on the weekend. Juan tells him about their trip to the beach.

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 5-17 Academic English: The Language of School ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

5-18 Academic English is needed for school and for life. Complex sentences Larger vocabulary Fewer context clues ©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012)

5-19 Examples of Academic English Maximillian describes the pattern he has created with pattern blocks to his teacher. Ms. Delgado reads a book to the class. Luz Isabel retells the story prompted by the teachers questions about the characters. The goal is for children to perform in all four of the language skills addressed in school: listening, speaking, reading, and writing.

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 5-20 Connections toPrinciples and Practices Principle 4: Language development and learning are promoted when preschool teachers and children creatively and interactively use language. Principle 5: Experimenting with the use, form, purpose, and intent of the first and second languages leads to growth in acquiring the second language. Principle 6: Continued use and development of the childs home language will benefit the child as he or she acquires English.

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 5-21 Summary Provide a comfortable and welcoming environment that allows for language experimentation and the acceptance of childrens efforts to communicate. PCF Vol. 1, p. 196 ©2012 California Department of Education, Child Development Division with WestEd Center for Child &Family Studies (07/2012)

5-22 Curriculum Framework Strategies to Enrich Learning Opportunities Planning learning opportunities Routines, environments, and materials Building on childrens knowledge, skills, and interests Linguistically appropriate and culturally meaningful

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 5-23 Responding to the Cognitive Strategies Used by Children Turn to pages in the PEL Resource Guide. Create A and B pairs: -As read Cognitive Strategies -Bs read Teaching Tips Discuss: What did you notice? What strategies do you use most frequently? Which were new? How might these strategies be helpful?

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 5-24 Key Points Second language acquisition is a complex process. Children move through four stages of second language acquisition: home language, observational/listening, telegraphic/formulaic, and fluid language use. A child may appear to be in one or more of the four stages at any given point in time, depending on a number of factors.

©2012 California Department of Education, Child Development Division with WestEd Center for Child & Family Studies (07/2012) 5-25 Key Points (continued) Language development and learning are shaped by childrens experiences. Remember to celebrate childrens attempts at using a new language, and at the same time, model correct grammar and vocabulary in English.