1. Students and their Teachers
Stages of SLA
Students and their Teachers

2. THE SECOND LANGUAGE LEARNER AND THE LANGUAGE ACQUISITION PROCESS
DEVELOPMENTAL STAGES
PRE-PRODUCTION
EARLY PRODUCTION
SPEECH EMERGENCE
INTERMEDIATE PRODUCTION
CHARACTER
-ISTICS
Silent Period
1-2 Word Responses
Lists
3 Word Responses
Short phrases
Complete sentences
Dialogue
Connected discourse
TIMELINE L1
Birth-6 months
6 Months – 2 Years
2 - 5 Years
5+ Years
TIMELINE L2
10 Hours to 3 Months of structured ESL Instruction
2 - 3 Years
3 – 6 Years

3. STAGES OF SECOND LANGUAGE ACQUISITION
PREPRODUCTION
EARLY PRODUCTION
SPEECH EMERGENCE
Listening
Shy student
Students respond non-verbally
10 hours to 6 months
Continuing listening
Students respond w/1
2.6 months to 1 year
Sight vocab. (older students).
May seem fluent, but needs to expand vocab. and CALP.
Engages in dialog.
3-4 years.
500 receptive words
1000 receptive words
10% of vocab. Is expressive.
Continued BICS development.
7000 receptive words.
12,000 receptive words.
CALP development.
90% Teacher Talk
TPR
Modeling
Active student involvement
Who, What, Where questions.
Yes/No answers.
Student follows commands.
Use of pictures.
Use of realia.
50-60% Teacher talk
TPR with responses
Answer Who, What, Where Qs.
Role Playing
Completing Sentences
Answers Qs. w/phrases
40% Teacher talk
Poetry
Predicting
Comparing
Describing
Social Interaction
How and Why Qs.
LEA
Problem Solving
Group Discussion
Labeling
10% teacher talk
Essay writing with pre-writing activities.
Analyzing charts and graphs.
Problem solving.
Evaluating
Answer How and Why questions.
Literary Analysis.
Characteristics
Vocabulary
Teacher Strategies

4. Questioning Techniques for the Different Stages of 2L Acquisition.
PREPRODUCTION
EARLY PRODUCTION
SPEECH EMERGENCE
INTERMEDIATE FLUENCY
Point to….
Find the….
Put the ______ next to the _______ .
Give the ____ to ____
Who has the ________?
Do you have the ____?
Is this a _______?
Who wants the _____?
Who has the _______?
Yes/no Qs: Is Jimmy wearing a sweater?
Either/or Qs: Is this a pencil or an eraser?
One-word responses Qs: What does the woman have in her hand?
General Qs. which encourage lists of words: What do we see on the playground?
Two-word responses: Where did he go? To school.
Why?
How?
Tell me about/talk about….
What do you think about?
Describe….
How would you change this part of the story?
What would you recommend/suggest?
How do you think this story will end?
What is your opinion (on this matter)?
Describe/compare…
How are these different/similar?
What would happen if…?
Which do you prefer?

5. STUDENT ACTIVITIES ACCORDING TO L2 STAGES OF ACQUISITION
LEVELS
OF L2
ACAQ.
PRE-PRODUCTION
BEGINNING EARLY PRODUCTION
SPEECH EMERGENCE
INTERME
DIATE
ADVANCED S T U D E N
Performs an act
Points to an item in picture
Uses gesturers
Manipulates items to demonstrate understanding
Imitates
Nods
Writes a letter corresponding to a picture.
Says yes or no
Says names of other students.
Gives yes or no answers
Gives one-word answers from either-or quest.
Gives one-word answers from general Qs.
Gives lists of word strings
Uses global/general expressions
Uses three-word strings
Uses short phrases
Uses longer phrases
Uses complete sentences
Participates in dialogues
Engages in simple storytelling
Engages in extended discourse
Uses narrative form
Retells stories
Writes stories
Uses complex statements
States opinions
Reports on events
Gives instructions
Expresses most of what he/she wants to say
Follows lectures
Understands differences in L1 – L2 intonation
Discusses idioms

6. TEACHER ACTIVITIES ACCORDING TO L2 STAGES OF ACQUISITION
LEVELS
OF L2
ACQ.
PRE-PRODUCTION
BEGINNING EARLY PRODUCTION
SPEECH EMERGENCE
INTERMEDIATE
ADVANCED T E A C H R
Seeks to develop listening comprehension
Seeks to build receptive vocabulary
Provides opportunities to listen
Uses visual aids
Speaks more slowly to facilitate comprehension
Emphasizes and reiterates key words
Uses gestures
Acts out scenes whenever possible
Does not force production
Seeks to build receptive vocab.
Seeks to develop active vocab.
Structures Qs. that require responses appropriate to early production student.
Allows for mistakes in pronunciation, form, grammar, and word usage.
Seeks to develop receptive and active vocab.
Seeks to develop higher level thinking skills
Seeks to develop and extend verbal expression
Structures Qs. that require responses appropriate to speech emergence student.
Provides situations that will encourage speech production that is longer and more complex
Develops skills in following a lecture
Selects higher level thinking skills on which to focus
Provides extensive practice
Provides directed lessons on idioms, nuances, etc.
Organizes activities that develop native like intonation
Provides practice with conventions
VOCABULARY DEVELOPMENT IS STRESSED THROUGHOUT ALL LEVELS OF L2 ACQUISITION

7. NATURAL APPROACH AND and TOTAL PHYSICAL RESPONSE ACTIVITIES ACCORDING TO L2 STAGES
PREPRODUCTION
BEGINNING, EARLY PRODUCTION
SPEECH EMERGENCE
INTERMEDIATE
ADVANCED .
Development of vocab. using pictures.
Games requiring nonverbal responses
Physical activities
Following directions, in art, music, crafts, etc
Charades
Pictures
Role-playing
Open-ended sentences
Open dialogues
Interviews with guidelines
Recites short poems
Sings songs
Charts, Tables, graphs
Newspaper ads
Group discussion
Skits
Preference ranking
Games
Cloze activities with songs, radio, TV.
Filmstrips
Filling out forms
Descriptions of visuals
Paraphrasing
Negotiating meaning
Defending
Oral discussions
Guided discourses
Group panels
Assumptions
Conjecture
Predictions
Increase difficulty include expressions of humor, sarcasm, etc.
ACTIVITIES

8. INSTRUCTIONAL STRATEGIES: ORAL FLUENCY
PRE-PRODUCTION
BEGINNING EARLY PRODUCTION
SPEECH EMERGENCE
INTERMEDIATE FLUENCY
Developed through their L1.
Listening comprehension is basic.
Activities to teach to recognize the meaning of words used in communicative contexts
Teach to guess at the meaning of utterances without knowing all of the words or grammar
Provide environm. comfortable and free of criticism or overt correction
Use visual aids
Modify speech
Do not force production
Focus on new vocab. by writing it and have them copy it.
TPR
Supply comprehensible input based on classroom experiences and pictures/realia.
Yes/no Qs.
Either/or Qs.
Qs. w/one-word answers
General Qs. that encourage lists of words answers
Open sentences w/pauses for student response (M. has a blue shirt, but r. has a ____ shirt)
Give comprehensible instruction and expand students’ responses.
Open dialogues.
Guided interviews
Open-ended sentences
Charts, tables, graphs w/discussion
More cognitively demanding tasks
Preference ranking
Oral games of all sorts
Group discussion
Skits
Radio, TV, ads.
Open dialogues
Short plays
Receptive comprehension is complete in almost every concrete context.
Abstract situations may be difficult (poetry recited, radio broadcasts on complex subjects, etc)
Responses are appropriate, complete and often embellished.
Some grammatical structures continue to be violated.
Language is used at an almost native level.
3-6 years phase towards advanced fluency as they study content and language over time.
Focus on communication and meaning
Correction of grammatical mistakes should be kept to a minimum and only addressed when they interfere with meaning.