Second Language Acquisition By Dr. Conrado L. Gómez, Clinical Assistant Professor ASU at the Polytechnic campus

Stages of Second Language Acquisition (Krashen, 1982) Silent Receptive Stage or Preproduction (Silent Period) Early Production Stage Speech Emergence Stage Intermediate Fluency Stage Continued Language Development

Preproduction or Silent Receptive Stage 10 hours to 6 months 500 receptive words Points to objects, acts, nods or uses gestures (nonverbal communication) Says yes or no Speaks with hesitation Teaching strategies: 90% teacher talk; TPR; modeling; active student involvement; yes/no questions; use pictures; use of props and hands-on activities

Early Production 6 months to 1 year 1000 receptive/active words Produces one-or two word phrases Answering with yes/no Uses short repetitive language patterns Focus on key words and context clues Teaching strategies: 50-60% teacher talk; TPR with responses—verbal and nonverbal; answering who, what, where, and either/or questions with one-word answers; role- playing; completing sentences; questions to be answered with phrases (e.g., Where…? In the house.); labeling (older students)

Speech Emergence Stage 1-2 years 3000 active words Engages in basic dialogue Using 3 or more words and short phrases Responds using simple sentences Teaching strategies: 40% teacher talk; scaffolding and expansion; poetry, songs, and chants; predicting; comparing; describing; social interaction (cooperative learning with information gaps); how and why questions; language experience approach; problem solving; groups discussion; labeling; listing, charting, graphing

Intermediate Fluency 2-3 years 6000 active words Uses complex statements States opinions and original thoughts Asks questions Interacts in more lengthy conversations Asks for clarification Teaching strategies: 10% teacher talk; essay writing; analyzing charts and graphs; more complex problem solving and evaluating; continuing with how and why questions; students must research and support their answers; pre-writing activities—writing process, peer critiquing, etc.; literacy analysis

Advanced Fluency 5-7 years Content area vocabulary Converses fluently Understands classroom experiences Argues and defends perspectives Makes sense of print across various sources Writes organized and fluent essays Expands cultural and background knowledge

How can we support our students as they move through these stages? Maintain high expectations Create real reasons to communicate Find ways to legally support the child in his/her first language (home/language as a resource-Ruiz,1984) Learn about the interests & questions that your students have.. Build upon cultural knowledge by using resources that connect with the children that you are working with… Ask open-ended questions that support & facilitate learning Listen & step in as needed Continually observe (kid watch, Goodman 1996) Look for strengths of learners Reflect upon how curriculum can build upon areas of need