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Use pictures to build vocabulary

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Dr. Kevin, T. (2018, October 27). The 5 Stages of Language Acquisition. Reading presented at Week 9 Readings in Bellarmine University EDUG-644-ON-1, Louisville.

Haynes, J. (n.d.). Stages of Second Language Acquisition. Retrieved October 27, 2018, from everythingESL.net

Robertson, K. (2015, December 01). Supporting ELLs in the Mainstream Classroom: Language Tips. Retrieved October 27, 2018, from http://www.colorincolorado.org/article/supporting-ells-mainstream-classroom-language-tips

Robertson, K., & Ford, K. (2016, January 13). Language Acquisition: An Overview. Retrieved October 27, 2018, from    http://www.colorincolorado.org/article/language-acquisition-overview

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- Get to know your ESL/ECE team in the building to ask for assistance if you need it.

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- Partner! Partner! Partner! Have them be art of cooperative learning.

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- Implement corrective feedback in speaking and writing. Model the correct way to say or write something and encourage them to fix it.

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- Encourage students to raise their hand if they don't understand a word.

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- Speak clearly and naturally, without going too quickly or slowly.

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- Avoid slang and idiomatic expressions.

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- Become familiar with some phrases of the student's language to connect with them on some level and build a relationship. For example, learn how to say "Hello, How are you?" in their native language.

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- Create a language rich environment with exposure to print such as books, labels, posters, etc.

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https://moodleilp.bellarmine.edu/pluginfile.php/440651/course/section/187044/5%20Stages%20of%20Language%20Acquisition.pdf

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Remember To:

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- Continue on-going language development through integrating language arts and content-area activities
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- Produce written and oral language that is comparable to that of native speakers of English of the same age

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Students Have:
- Near native speech

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- Structure group discussions
- Guide use of reference materials
- Provide more advanced literature
- Ask students to create narratives
- Provide for a variety of realistic writing opportunities
- Publish students’ writing

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- Give opinions
- Justify views or behaviors
- Negotiate with others
- Debate with others
- Defend actions & opinions
- Persuade
- Express the results of synthesis, analysis, and evaluation

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Students Have:
- Excellent comprehension
- Few grammar errors

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- Ask open-ended questions
- Model, expand, restate, & enrich student language
- Use patterned & predictable books
- Support the use of content-area texts with retelling, role-play, etc
- Have students: describe personal experiences , create books through language arts experience activities

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- Describe events, places, and people
- Recall facts
- Explain academic concepts
- Define new vocabulary
- Retell information from text
- Summarize
- Compare & contrast

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Students Have:
- Good comprehension
- Enough proficiency to make simple sentences (with errors)

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- Ask yes no, Who? What? Where? questions
- Provide listening opportunities with rich context
- Have students: complete sentences with 1-2 words label, manipulate pictures/objects
- Do shared reading with props, building on prior knowledge
- Use predictable & patterned books
- Introduce dialogue journals

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- Identify people, places, and things
- Repeat memorable language
- List & categorize
- Listen with greater understanding
- Use routine expressions independently

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Student Have:
- Limited comprehension
- One/two word responses

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- Provide listening opportunities
- Create a classroom full of language
- Use mixed ability groups
- Create high context for shared reading
- Use physical movement
- Use art, mime, and music

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- Nod answers to questions
- Point to objects or print
- Categorize objects or pictures
- Pantomime & role play
- Draw cartoons & pictures - Move to show understanding
- Match words or objects

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Student Have:
- Minimal comprehension - - No verbal production

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Here is information to help you understand which stage your students fall under, what skills they are staring to develop, and strategies you can use to help expand their English language knowledge!