1. Stages of Second Language Acquisition
Descriptions, Instructional Adaptations, & Strategies
(adapted from DCIU)
Dr. Laura Taddei
Neumann University

2. Activity: Contextual Factors Affecting Second Language Acquisition
Divide the class into groups
Each group reads a section from the article titled “Contextual Factors in Second Language Acquisition”
Record on chart paper the main idea of each section
Brainstorm implications for this information as it pertains to the ELL in the school setting
Be prepared to share out
Discuss the meaning of: “The classroom should be both a mirror and a window in regards to culture.”

3. STAGES of Second Language Acquisition
Stage 1: Pre-Production – Students do not verbalize; may use gestures (nod, point); minimal comprehension
Stage 2: Early Production – Students produce one- or two- word responses, use key words; limited comprehension
Stage 3: Speech Emergence – Students produce simple sentences; good comprehension
Stage 4: Intermediate Fluency – Students may appear to be English proficient, yet development is incomplete
Stage 5: Advanced Fluency – Students can converse fluently with native speakers

4. Pre-Production/Beginning Stage (Stage 1)
Student may experience a silent period
Speak in one- or two-word utterances
May respond non-verbally to simple commands, statements, & questions
May have up to 500 words in their receptive vocabulary
May repeat every thing you say (parroting)
Cannot carry on a conversation
May speak spontaneously using native language
Student will observe others (take it in)
Student will understand more than he/she can communicate
Time Frame: 0 – 6 months

5. Instructional Adaptations for Stage 1
Emphasize hands-on activities, manipulatives, props, drama, ample use of visuals
Provide texts with illustrations
Focus on teaching language & phrases they can use immediately
Construct oral questions so that students can choose from a variety of answers, including yes/no
Integrate TPR (Total Physical Response) & constantly model
Benefit from a “buddy” who speaks their language
Teacher Prompts: Show me…, Circle the…, Point to the…, Where is …?, Who has…, Listen, Point, Move, Mime, Match, Draw, Select, Choose, Act/Act out

6. Early Production (Stage 2)
Uses single words & phrases (one- & two-words)
Student tends to rehearse before speaking
Can recite poems, chants, & songs (memorized chunks)
Use routine expressions independently
Receptive language still surpasses expressive language (limited comprehension)
Vocabulary of about 1,000 words
Time Frame: 6 months – 1 year

7. Instructional Adaptations for Stage 2
Break explanations & procedures into smaller chunks
Provide explicit instruction of comprehension strategies
Use concrete experiences, realia, & visuals (pictures, graphic organizers, charts, & graphs)
Use language frames or sentence starters to aid sentence structure
Model strategies
Demonstrate activities step by step
Focus on key vocabulary & concepts; simplify content
Use think-alouds & simple books with predictable text
Accept one- or two-word responses
Teacher Prompts: Yes/No, Either/or, Who…?, What…?, How many…?, Name, Label, Group, List, Categorize, Tell/Say, Answer

8. Speech Emergence (Stage 3)
Produces simple sentences & questions
Begins to acquire more standard word order
May mispronounce and/or omit important sentence components
Grammar & Pronunciation errors
New errors may reflect overgeneralization of grammar rules
Vocabulary of about 3,000 words
Good comprehension
Shows difficulty adjusting language for different situations & individuals (no situational awareness)
Misunderstands jokes, idioms, sarcasm
Native language interference may occur
Time Frame: 1 – 3 years

9. Instructional Adaptations for Stage 3
Use graphic organizers, visuals, charts, maps, diagrams, etc…
Allow students to interact with their native speaking peers to clarify new information & explain what they learned
Allow for many opportunities to read & write
Use of dialogue journals
Aim for same content objectives while matching instruction to meet ELL’s needs
Frontload language & vocabulary related to content lesson
Teacher Prompts: Why…?, How…?, Explain… (Questions requiring phrase or short-sentence answers), Recall, Retell, Define, Explain, Compare/Contrast, Summarize, Describe, Restate, Role-play

10. Intermediate Fluency (Stage 4)
Student may appear to be proficient in English, but development is incomplete
English is fluent, but not perfect
Able to sustain a conversation with details
Production increases in complexity, but errors still may appear
Vocabulary of approximately 6,000 active words
Excellent comprehension; will ask for clarification
Will use strategies from their native language to learn content in English
Continues to need assistance in organizing thoughts & monitoring own communication, especially in writing
Time Frame: 3 – 5 years

11. Instructional Adaptations for Stage 4
Provide frequent opportunities to use English with native speakers on a variety of topics
Scaffold instruction to help students access meaning
Include explicit vocabulary instruction in every lesson
Aim for the same challenging content objectives as native speakers while matching instruction to your ELL’s needs
Accommodations to writing assignments may be necessary
Teacher Prompts: What would happen if…?, Why do you think…? (Questions that require more than a sentence response), Analyze, Create, Defend, Debate, Complete, Evaluate, Justify, Support, Describe…

12. Advanced Fluency (Stage 5)
Can converse fluently with native speakers
Produce few grammatical errors
Although may appear fluent, may continue to struggle with more abstract academic language of school
Excellent Comprehension: Understands general, specific, & implied language
Use a variety of sentence structures & verb tenses
Time Frame: 5 – 7 years (up to 10 years to achieve cognitive academic language)
May be exited from ESL & other support programs

13. Instructional Adaptations for Level 5
Aim for same content objectives as native speakers, but continue to modify instruction as needed
Continue to use a variety of teaching strategies to reach all learners
Continue to monitor student’s progress in both language & academic development
Teacher Prompts: Decide if…, Retell…

14. LEVELS OF ENGLISH LANGUAGE PROFICIENCY: Oral & Written
Includes Speaking, Listening, Reading, & Writing skills
Level 1: Entering
Level 2: Beginning
Level 3: Developing
Level 4: Expanding
Level 5: Bridging
Level 6: Reaching
*All ELLs are assessed & given a level when they enter school; you should be told what level your ELL is at
*ACCESS test is given each year to determine level
*See WIDA documents, including CAN DO descriptors, for descriptions of levels & expectations for each

15. Info. to Remember about Speaking Proficiency
75:25 – Can understand 75%, but only express 25%
BICS (social language) vs. CALP (academic language)
Silent Period
BICS: 1 – 3 years
CALP: 5 – 9 years
Language differences

16. Strategies for Building Speaking Proficiency
Think, Pair, Share
Pre-teach vocabulary
Sentences frames (cloze procedure), Word banks
Reduce anxiety
Process partner
Extra wait time
Choral fluency
Authentic situations
Readers’ Theatre
Audiotapes
Repeated readings

17. Info. to Remember about Listening Proficiency
Students’ receptive language will most likely be more proficient than their expressive language
Remember the “blah, blah, blah” activity
Create conversation settings that will reduce anxiety
Consider cultural differences

18. Strategies for Building Listening Proficiency
Use visuals & realia to support lessons
Avoid idioms & expressions when possible
Write objectives on board
Speak clearly & slowly
Don’t speak louder & no baby talk
Avoid caveman speech
REPEAT, REPEAT, REPEAT!
Provide copies of notes & outlines (before lectures)
Allow audio books to reinforce text
Pair with fellow native speakers for directions & clarifications

19. Info. to Remember about Reading Proficiency
Speaking proficiency does not determine reading proficiency
Consider cultural differences in reading; try to provide books about a variety of cultures
Reading proficiency in their first language affects reading proficiency in their second language
--Remember, not all students know how to read/write in their first language

20. Strategies for Building Reading Proficiency
Think about the text – adapt/scaffold the activity (amount, assignment)
Pre-teach vocabulary
Build background knowledge
Assess & Teach Phonological Awareness skills
Label objects
BDA – Before, During, After reading
Chunking
Summarizing
Songs & Chants
Use of visuals & realia
Reading in first language (if available/able)

21. Info. to Remember about Writing Proficiency
Students will write at all levels of proficiency
Vary supports according to proficiency level/need
Writing proficiency is usually the last to develop
Advanced students may still need accommodations in writing
Be aware of Cultural Differences in writing styles
Be aware of Language Differences

22. Strategies for Building Writing Proficiency
Sentence starters
Journals
Drawing pictures
Word banks
Cloze activities (frames)
Typing activities
Choice of paper size & writing utensil
Sentence strips
Word walls & dictionaries
TPTs (Total Participation Techniques)

23. When Scoring Writing… Allow errors (see language differences)
Model differences
Use graphic organizers
Provide word banks for accountability
Provide Rubrics &/or Models (completed product)
First show examples….MODEL OFTEN!
--- Use of teacher think-alouds

24. WIDA’S CAN-DO DESCRIPTORS
Use with classroom teachers & administrators to describe the second language acquisition process
Use to plan with tutors & mentors who work with ELLs
Use to set language goals with their ELLs
Use to develop lessons & units of study with differentiated language objectives
Use to explain to parents their students’ progress in speaking, listening, reading, & writing

25. ACTIVITY: Using the Can-Do Descriptors
Pick a grade level
Think of a topic
What activity would you have native-English speakers complete?
How would you adapt this activity for the various proficiency levels?
Complete: Differentiating Instruction for ELLs sheet