Integrated+View+of+SLA

=Integrated View of Second = = = = = =Language Acquisition = = =

There are many approaches to second language acquisition. The table below gives suggestions for approaches that are relevant for different levels of language proficiency.

**An Integrated View of Second Language Acquisition **


 * **Stage 1: **
 * Apperceived Input **

Language that a learner is exposed to and notices. (Gass & Selinker, 2001) || **Approaches: **The Natural Approach, TPR, The Affective Filter Hypothesis, Innatist Approach

ü visuals ü picture books ü realia ü books on cd or tape ü puppets ü storytelling props ü <span style="font-family: 'Calibri','sans-serif';">puzzles ü <span style="font-family: 'Calibri','sans-serif';">computer games ü <span style="font-family: 'Calibri','sans-serif';">manipulatives ü <span style="font-family: 'Calibri','sans-serif';">songs ü <span style="font-family: 'Calibri','sans-serif';">labels (with pictures and words) on classroom items ||
 * <span style="font-family: 'Calibri','sans-serif';">Explanation: **<span style="font-family: 'Calibri','sans-serif';">In this stage of language acquisition, students are receiving language. They are not yet able, or they choose not to use the target language. Students in this stage should be immersed in the target language, but may be in a silent period. They are hearing and listening to the new language and trying to connect it to something familiar. The teacher should do lots of modeling for students in this stage. Students should be made to feel safe and secure in their environments with no pressure to speak. Students may be able to point to items, follow 1-2 step directions, and match items and pictures. Non-verbal communication is their main way of communicating in this stage. || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: **
 * **<span style="font-family: 'Calibri','sans-serif';">Stage 2: Comprehended Input **

<span style="font-family: 'Calibri','sans-serif';">Language that a learner understands. (Gass & Selinker, 2001) || **<span style="font-family: 'Calibri','sans-serif';">Approaches: **<span style="font-family: 'Calibri','sans-serif';">The Natural Approach, TPR, Interactionist Approach, Structural/Behavioral Approach,

<span style="font-family: 'Calibri','sans-serif';">Students in this stage of language acquisition are beginning to understand some of the target language. They may or may not be speaking yet, but they are able to communicate non-verbally, if not verbally. These students may give one-two word responses, or short phrases. Small group work and cooperative learning groups are a great strategy to use with students in this stage. Modeling is still very important for students in this stage. Students may be able to label and match items, make lists, follow more in-depth commands, and produce some words. || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: ** ü <span style="font-family: 'Calibri','sans-serif';">visuals ü <span style="font-family: 'Calibri','sans-serif';">picture books ü <span style="font-family: 'Calibri','sans-serif';">realia ü <span style="font-family: 'Calibri','sans-serif';">books on cd or tape ü <span style="font-family: 'Calibri','sans-serif';">puppets ü <span style="font-family: 'Calibri','sans-serif';">storytelling props ü <span style="font-family: 'Calibri','sans-serif';">puzzles ü <span style="font-family: 'Calibri','sans-serif';">computer games ü <span style="font-family: 'Calibri','sans-serif';">manipulatives ü <span style="font-family: 'Calibri','sans-serif';">anchor charts for following directions ü <span style="font-family: 'Calibri','sans-serif';">picture/word cards for matching ü <span style="font-family: 'Calibri','sans-serif';">pocket chart activities ü <span style="font-family: 'Calibri','sans-serif';">sequencing picture cards ||
 * <span style="font-family: 'Calibri','sans-serif';">Explanation: **
 * **<span style="font-family: 'Calibri','sans-serif';">Stage 3: Comprehended Integration **

<span style="font-family: 'Calibri','sans-serif';">Language that is stored for later use. (Gass, 1997) || **<span style="font-family: 'Calibri','sans-serif';">Approaches: **<span style="font-family: 'Calibri','sans-serif';"> The Natural Approach, Typological Approach, Communicative Approach

<span style="font-family: 'Calibri','sans-serif';">Students in this stage of language acquisition are beginning to use the target language for learning activities. These students may be able to produce phrases and simple sentences, compare and contrast stories, and use descriptive words in simple terms. Interaction within the target language is appropriate for these students. Small group learning in learning centers or work jobs is beneficial. During this type of interaction, students are hearing as well as producing the target language. Students may also be able to work independently matching words to pictures, write or draw about familiar topics, and participate in discussions that relate to prior experiences. They can help with interactive and shared writing lessons and use graphic organizers. They may also be able to answer more in depth questions about stories for comprehension. || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: ** ü <span style="font-family: 'Calibri','sans-serif';">visuals ü <span style="font-family: 'Calibri','sans-serif';">picture books ü <span style="font-family: 'Calibri','sans-serif';">different versions of the same story ü <span style="font-family: 'Calibri','sans-serif';">puppets ü <span style="font-family: 'Calibri','sans-serif';">storytelling props ü <span style="font-family: 'Calibri','sans-serif';">puzzles ü <span style="font-family: 'Calibri','sans-serif';">computer games ü <span style="font-family: 'Calibri','sans-serif';">manipulatives ü <span style="font-family: 'Calibri','sans-serif';">anchor charts for following directions ü <span style="font-family: 'Calibri','sans-serif';">picture/word cards for matching ü <span style="font-family: 'Calibri','sans-serif';">KWL charts ü <span style="font-family: 'Calibri','sans-serif';">Thinking Maps ü <span style="font-family: 'Calibri','sans-serif';">Kagan Structures <span style="font-family: 'Calibri','sans-serif';">[] ü <span style="font-family: 'Calibri','sans-serif';">board games ü <span style="font-family: 'Calibri','sans-serif';">character, setting, and plot picture/word cards ü <span style="font-family: 'Calibri','sans-serif';">online computer games for learning grammar <span style="font-family: 'Calibri','sans-serif';">[] || <span style="font-family: 'Calibri','sans-serif';">Language that a student produces at their level of English language competency with peers. (Haynes, 1998) || **<span style="font-family: 'Calibri','sans-serif';">Approaches: **<span style="font-family: 'Calibri','sans-serif';">The Natural Approach, Communicative Approach, Lexical Approach, Interactionist Approach
 * <span style="font-family: 'Calibri','sans-serif';">Explanation: **
 * **<span style="font-family: 'Calibri','sans-serif';">Stage 4: Output **

<span style="font-family: 'Calibri','sans-serif';">Students in this stage of language acquisition have a good grasp of the target language. They are beginning to form CALP (cognitive academic language proficiency). They are able to carry on conversations, although they may still have grammatical errors in sentences. Pronunciation of words in the target language is still forming. Communicating and interacting with native speakers in the target language helps these learners with language skills. They are able to write stories on given topics, as well as use graphic organizers and participate in discussions during shared and guided reading. Grammar lessons, concepts about print, and syntax lessons are appropriate for these students in a small group setting. || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: ** ü <span style="font-family: 'Calibri','sans-serif';">grade level texts ü <span style="font-family: 'Calibri','sans-serif';">picture books ü <span style="font-family: 'Calibri','sans-serif';">fiction and non-fiction books ü <span style="font-family: 'Calibri','sans-serif';">word banks ü <span style="font-family: 'Calibri','sans-serif';">vocabulary charts ü <span style="font-family: 'Calibri','sans-serif';">picture dictionaries ü <span style="font-family: 'Calibri','sans-serif';">graphic organizers ü <span style="font-family: 'Calibri','sans-serif';">story sequence cards ü <span style="font-family: 'Calibri','sans-serif';">role play props ü <span style="font-family: 'Calibri','sans-serif';">research books and opportunities ü <span style="font-family: 'Calibri','sans-serif';">leveled books for Guided Reading ü <span style="font-family: 'Calibri','sans-serif';">various graphic organizers for writing || <span style="font-family: 'Calibri','sans-serif';">The Natural Approach, TPR, Interactionist Approach, Structural/Behavioral Approach
 * <span style="font-family: 'Calibri','sans-serif';">Explanation: **
 * **<span style="font-family: 'Calibri','sans-serif';">Suggestions and Tips for Teachers **
 * <span style="font-family: 'Calibri','sans-serif';">Know the language level of your students and what characteristic is common at each level.
 * <span style="font-family: 'Calibri','sans-serif';">Create a classroom environment that is safe and secure for all students.
 * <span style="font-family: 'Calibri','sans-serif';">Celebrate diversity in your classroom.
 * <span style="font-family: 'Calibri','sans-serif';">Use games and activities that involve partners and group work.
 * <span style="font-family: 'Calibri','sans-serif';">Encourage your students to be risk-takers, but do not push them to speak.
 * <span style="font-family: 'Calibri','sans-serif';">Allow students time to talk in L1 and L2.
 * <span style="font-family: 'Calibri','sans-serif';">Reduce “teacher talk” and increase “student talk”. || **<span style="font-family: 'Calibri','sans-serif';">Approaches for Beginners / Limited English Proficiency **

<span style="font-family: 'Calibri','sans-serif';">The Natural Approach, Typological Approach, Communicative Approach, Lexical Approach, Interactionist Approach
 * <span style="font-family: 'Calibri','sans-serif';">Approaches for Moderate English Proficiency **

<span style="font-family: 'Calibri','sans-serif';">The Natural Approach, TPR [|**http://www.teacherjoe.us/TeachersTPR.html**]
 * <span style="font-family: 'Calibri','sans-serif';">Approaches for Younger ESL Student **

<span style="font-family: 'Calibri','sans-serif';">Typological Approach, Communicative Approach, Interactionist Approach, Lexical Approach
 * <span style="font-family: 'Calibri','sans-serif';">Approaches for Middle School **

<span style="font-family: 'Calibri','sans-serif';">Typological Approach, Communicative Approach, Interactionist Approach, Lexical Approach || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: ** ü <span style="font-family: 'Calibri','sans-serif';">visuals ü <span style="font-family: 'Calibri','sans-serif';">picture books ü <span style="font-family: 'Calibri','sans-serif';">realia ü <span style="font-family: 'Calibri','sans-serif';">books on cd or tape ü <span style="font-family: 'Calibri','sans-serif';">puppets ü <span style="font-family: 'Calibri','sans-serif';">storytelling props ü <span style="font-family: 'Calibri','sans-serif';">puzzles ü <span style="font-family: 'Calibri','sans-serif';">computer games ü <span style="font-family: 'Calibri','sans-serif';">manipulatives ü <span style="font-family: 'Calibri','sans-serif';">songs ü <span style="font-family: 'Calibri','sans-serif';">anchor charts for following directions ü <span style="font-family: 'Calibri','sans-serif';">picture/word cards for matching ü <span style="font-family: 'Calibri','sans-serif';">pocket chart activities ü <span style="font-family: 'Calibri','sans-serif';">kwl charts ü <span style="font-family: 'Calibri','sans-serif';">Thinking Maps ü <span style="font-family: 'Calibri','sans-serif';">Kagan Structures ü <span style="font-family: 'Calibri','sans-serif';">grade level texts ü <span style="font-family: 'Calibri','sans-serif';">fiction and non-fiction books ü <span style="font-family: 'Calibri','sans-serif';">word banks ü <span style="font-family: 'Calibri','sans-serif';">vocabulary charts ü <span style="font-family: 'Calibri','sans-serif';">picture dictionaries ü <span style="font-family: 'Calibri','sans-serif';">graphic organizers ü <span style="font-family: 'Calibri','sans-serif';">story sequence cards ü <span style="font-family: 'Calibri','sans-serif';">role play props ü <span style="font-family: 'Calibri','sans-serif';">research books and opportunities ||
 * <span style="font-family: 'Calibri','sans-serif';">Approaches for High School **

<span style="font-family: 'Calibri','sans-serif';">Gass, S., & Selinker, L. (2001). //Second language acquisition, an introductory course//. Mahwah, NJ: Lawrence Erlbaum Associates. <span style="font-family: 'Calibri','sans-serif';">Gass, S. (1997). //Input, interaction, and the second language learner//. Retrieved from <span style="font-family: 'Calibri','sans-serif';">[] <span style="font-family: 'Calibri','sans-serif';">Hands on English. (1994). //40 helpful hints & tips for making your esl teaching easier and more fun!//. Retrieved from <span style="font-family: 'Calibri','sans-serif';">[] Haynes, J. (1998). //Comprehensible input and output.// Retrieved from [].
 * Resources:**

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