1. SLA (Second Language Acquisition)
SIOP Model
Making Content Comprehensible for English Language Learners

2. Content Objectives
List characteristics of English Learners that may influence their success in school
Understand L1 and L2 acquisition.

3. Language Objectives
Discuss the challenges of SLA.

4. Second Language Acquisition
Second language acquisition is a lifelong process
with many parallels to first language acquisition.
Error patterns are predictable across all learning regardless of the student’s L1 or formal instruction in L2.
Language acquisition is not a linear process; formal instruction does not speed up the process.
Sequential curricula materials (mastery of each discrete point before moving on to the next point) are disastrous for second language learners.
We learn simple structures before we acquire more complex ones: Active v. Passive
Regularize verb endings: I eated ….. Yo sabo

5. Stages of Second Language Development
Pre-Production; Silent Period
Early Production
Speech Emergence
Intermediate Fluency
During the pre-production stage of language development, students remain quiet for some time. They appear to be “sponging-up” the language and subtle processes involved in interpersonal interactions. This is most commonly known as “The Silent Period.” The student can show understanding by:
drawing or pointing.
using movement or mime.
During the early production stage, students may begin to use one word or short phrase descriptors to communicate. Students can show understanding by:
answering yes/no questions.
providing one word answers.
During the speech emergence stage, students will use short sentences and make more attempts to communicate complete thoughts. Students can show understanding by:
using three word phrases.
using complete sentences.
engaging in extended discourse.
During the intermediate fluency stage, students will speak in sentences and phrases with occasional errors in grammar, syntax, or vocabulary. Students can show understanding by:
giving opinions.
analyzing and debating.
examining and evaluating.
defending and justifying.
creating.

6. Second Language Acquisition
a dynamic, creative, innate process
Best developed through …
contextual, meaningful activities
that focus on language use
combined with guidance along
the way from the teachers.
(Collier, 1995)
During the pre-production stage of language development, students remain quiet for some time. They appear to be “sponging-up” the language and subtle processes involved in interpersonal interactions. This is most commonly known as “The Silent Period.” The student can show understanding by:
drawing or pointing.
using movement or mime.
During the early production stage, students may begin to use one word or short phrase descriptors to communicate. Students can show understanding by:
answering yes/no questions.
providing one word answers.
During the speech emergence stage, students will use short sentences and make more attempts to communicate complete thoughts. Students can show understanding by:
using three word phrases.
using complete sentences.
engaging in extended discourse.
During the intermediate fluency stage, students will speak in sentences and phrases with occasional errors in grammar, syntax, or vocabulary. Students can show understanding by:
giving opinions.
analyzing and debating.
examining and evaluating.
defending and justifying.
creating.

7. Center activity
Rejoin the group you worked with during the puzzle activity. Take your SIOP notebook.
Leader, recorder, and time keeper shall switch in each center.
Recorders will keep up with group work.
Wait for further instructions.

8. Fluency * Comprehension * Written Expression
For ESL students,
oral language, phonological awareness, print and book knowledge and the alphabetic principle are best developed when students are provided with ample opportunities to engage in meaningful, purposeful, and relevant contexts.

9. Best developed through contextual, meaningful activities that focus on language use combined with guidance along the way from the teachers.
Provide comprehensible instruction; use graphic organizers; visuals; concrete examples
Monitor language; paraphrase; repeat; provide examples; make connections to students’ L1.
Create a safe environment where students take risks and are supported throughout the process

10. Guidelines for Teaching Second Language Learners
Create an instructional program that meets the needs of your students:
design a plan for new students
readjust schedules, make decisions based on data, and make instruction comprehensible
provide opportunities for students to engage in extended dialogues
assess students’ progress frequently
incorporate community expertise into the curriculum

11. Cummins’ Model of Academic Language
Reproducible 2.2
Make a card at table for A, B, C, D.
When a question is asked, confer with your group, and only show answer when asked.

12. Myths
Stand up if true; jump up and down if false.

13. Children learn second languages quickly and easily….

14. Children learn second languages quickly and easily….
False

15. The younger the child, the more skilled at acquiring an L2…

16. The younger the child, the more skilled at acquiring an L2…
False

17. The more time students spend in a second language context, the quicker they learn the language…..

18. The more time students spend in a second language context, the quicker they learn the language…..
False

19. Children have acquired an L2 once they can speak it….

20. Children have acquired an L2 once they can speak it….
False

21. Content Objectives
List characteristics of English Learners that may influence their success in school
Understand L1 and L2 acquisition.

22. Language Objectives
Discuss the challenges of SLA.