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ELL Students and the Stages of Second Language Acquisition

Levels of Language Proficiency. BICSBasic Interpersonal Communicative Skills1 to 2 yearsCALPCognitive Academic Language Proficiency5 to 7 yearsCummings (1980). Cognitive-Academic Language Proficiency (CALP). Reading/writing connectionCALP needs to be connected very clearly to the known

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ELL Students and the Stages of Second Language Acquisition

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    1. ELL Students and the Stages of Second Language Acquisition Presented by Evangelina Guerra

    2. Levels of Language Proficiency BICS Basic Interpersonal Communicative Skills 1 to 2 years CALP Cognitive Academic Language Proficiency 5 to 7 years Cummings (1980)

    3. Cognitive-Academic Language Proficiency (CALP) Reading/writing connection CALP needs to be connected very clearly to the known. For ELLs to master CALP language, they need ample opportunities to orally practice the language.

    4. Basic Interpersonal Communication Skills (BICS) Everyday language Communicative Universal across all native speakers

    5. Key Features of Proficiency Levels Beginners: Little or no ability… Intermediate: Limited ability… Advanced: Can handle grade-appropriate English with minimal support Advanced high: Can handle grade-appropriate English

    6. Stage I: Pre-production Beginners The silent period

    7. Stage I: Pre-production (Cont.) Repeat every thing you say (parroting)

    8. Stage I: Pre-production (Cont.) Copy words from the board

    9. Stage I: Pre-production (Cont.) Physical Response methods will work well

    10. Stage I: Pre-production (Cont.) Benefit from a “buddy” who speaks their language

    11. Stage II: Early Production Beginners Speak in one- or two-word phrases

    12. Stage II: Early Production (Cont.) Use short language chunks that have been memorized

    13. Stage II: Early Production (Cont.) Provide listening activities

    14. Stage II: Early Production (Cont.) Support learning with graphic organizers, charts and graphs

    15. Stage II: Early Production (Cont.) Build vocabulary using pictures

    16. What Might a Beginner Listener Understand? Good morning, class. Today we are going to study something brand new in math class. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That is the net of the cylinder.

    17. Stage III: Speech Emergence Intermediate Ask simple questions

    18. Stage III: Speech Emergence (Cont.) Initiate short conversations with classmates

    19. Stage III: Speech Emergence (Cont.) Understand easy stories read in class with the support of pictures

    20. Stage III: Speech Emergence (Cont.) Be able to do some content work with teacher support

    21. What Might an Intermediate Listener Understand? Good morning, class. Today we are going to study something brand new in math class. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That is the net of the cylinder.

    22. Stage IV: Intermediate Fluency Advanced Use more complex sentences when speaking and writing

    23. Stage IV: Intermediate Fluency (Cont.) Express opinions and share their thoughts

    24. Stage IV: Intermediate Fluency (Cont.) Ask questions to clarify what they are learning in class

    25. Stage IV: Intermediate Fluency (Cont.) Be able to work in grade level math and science classes with some teacher support

    26. What Might an Advanced Listener Understand? Good morning, class. Today we are going to study something brand new in math class. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That is the net of the cylinder.

    27. Stage V: Advanced Fluency Advanced High It takes students from 5-7 years to achieve cognitive academic language proficiency in a second language

    28. Stage V: Advanced Fluency (Cont.) Most ELLs at this stage have been exited or ready to exit from ESL

    29. Stage V: Advanced Fluency (Cont.) Need some support from classroom teachers especially in content areas such as history/social studies and in writing.

    30. What Might an Advanced-High Listener Understand? Good morning, class. Today we are going to study something brand new in math class. It’s difficult, so I’m going to need everyone’s undivided attention. Open your books to page one hundred seventy-two. At the top of the page is the word “net.” Today’s lesson is about net. As it says in the definition in your book, in math, net is a two-dimensional model. The net of a cylinder is shown in your textbook. Does everyone see the rectangle and two circles? That is the net of the cylinder

    31. Three Principles to Improve Achievement for ELLs 1. Instruction in the primary language aids achievement. 2. Instruction must have clear goals and objectives for language and literacy development. 3. ELLs require instructional accommodations. (adapted from Goldenberg, 2006)

    32. Making Input Comprehensible Use authentic language Simplify teacher talk Use non-verbal cues. Stress student involvement: hands-on activities. Use manipulatives, realia, and visuals. Create a low-stress, friendly environment. Use prior content introduction in the primary language.

    33. Variables Affecting Second Language Acquisition What individual (inside the ELL) variables may affect how quickly and/or how successfully a student can acquire English? Prior schooling/gaps in schooling Literacy in the primary language/CALP Affective Personality Motivation

    34. Variables Affecting Second Language Acquisition What context (outside the ELL) variables may affect how quickly and/or how successfully a student can acquire English? Teaching method Learning environment Materials Class dynamics

    35. Effective Instruction for ELLs Requires an understanding of and is guided by a knowledge–base familiar with: Second language acquisition English language proficiency standards Key components of reading

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