Second Language Acquisition by Andrea Narcisse https://padlet.com/andrea_narcisse/acquisition2018 How do schools succeed in allowing language learners adequate time to acquire their new language? en-us 2018-10-17 21:53:14 UTC 2023-05-11 07:55:30 UTC hello@padlet.com How do students acquire second languages? andrea_narcisse https://padlet.com/andrea_narcisse/acquisition2018/wish/294117455 The development of the ability to speak a second language is a complex and time dependent process. Based upon various studies of English language learners, it takes a child approximately 3-5 years to develop oral English proficiency. Proficiency, however, has become a vague term used in schools and this variance in language expectations can leave students caught in the lurch, losing access to services because they have developed conversational oral language but have not mastered written or academic language. Researchers have determined that it takes approximately 5-7 years to develop academic proficiency- that is, the ability to use complex, content specific words  needed for reading, writing, speaking, and listening in the content areas . ]]> 2018-10-17 21:59:00 UTC https://padlet.com/andrea_narcisse/acquisition2018/wish/294117455 What are the stages of language acquisition? andrea_narcisse https://padlet.com/andrea_narcisse/acquisition2018/wish/294120729 Young people who are learning a second language will follow these five stages of acquisition:
1. Silent/receptive
During this time, new language learners typically spend time learning vocabulary and listening and comprehending. These children are often very quiet, speaking little as they focus on understanding the new language. The younger the child, the longer the silent period tends to last. Older children may remain in the silent period for a few weeks or a few months, whereas preschoolers may be relatively silent for a year or more.

2. Early production
This stage may last about six months, during which language learners typically acquire an understanding of up to 1,000 words. They may also learn to speak some words and begin forming short phrases, even though they may not be grammatically correct.

3. Speech emergence
By this stage, learners typically acquire a vocabulary of up to 3,000 words, and learn to communicate by putting the words in short phrases, sentences, and questions. They may not be grammatically correct, but this is an important stage during which learners gain greater comprehension and begin reading and writing in their second language.

4. Intermediate fluency
At this stage, learners typically have a vocabulary of as many as 6,000 words. They usually acquire the ability to communicate in writing and speech using more complex sentences. This crucial stage is also when learners begin actually thinking in their second language, which helps them gain more proficiency in speaking it.

5. Continued language development/advanced fluency
It takes most learners at least two years to reach this stage, and then up to 10 years to achieve full mastery of the second language in all its complexities and nuances. Second language learners need ongoing opportunities to engage in discussions and express themselves in their new language, in order to maintain fluency in it.

]]> 2018-10-17 22:19:02 UTC https://padlet.com/andrea_narcisse/acquisition2018/wish/294120729 What issues do schools and students face with the time frame for acquisition? andrea_narcisse https://padlet.com/andrea_narcisse/acquisition2018/wish/294125035 Despite the research that describes the stages of acquisition and the amount of time that learners need to move through them, there is some controversy with many educators and decision-makers who disagree; in many schools, ELLs are pushed out of the program or removed from ESL courses and mainstreamed into all of their courses with no language instruction and minimal support. ]]> 2018-10-17 22:43:47 UTC https://padlet.com/andrea_narcisse/acquisition2018/wish/294125035 Resources andrea_narcisse https://padlet.com/andrea_narcisse/acquisition2018/wish/294125373 Carrier, A.  (2005, November) Key Issues for Teaching English Language Learners in Academic Classrooms. Middle School Journal 

Grimm, A. (2015, August 27) Hispanic immigration post-Katrina finding permanent roots in metro New Orleans.  Retrieved from
https://www.nola.com/katrina/index.ssf/2015/08/katrina_latino_immigrant_new_o.html

Five Stages of Second Language Acquisition retrieved from https://education.cu-portland.edu/blog/classroom-resources/five-stages-of-second-language-acquisition/

Acquiring a second language: What's normal and what's not. American Speech, language and hearing association Retrieved from https://www.asha.org/public/speech/development/easl.htm

Louisana ELPT Assessment Info
https://www.louisianabelieves.com/docs/default-source/assessment/elpt-assessment-guide.pdf?sfvrsn=8


]]> 2018-10-17 22:45:57 UTC https://padlet.com/andrea_narcisse/acquisition2018/wish/294125373 How are students exited from the program? andrea_narcisse https://padlet.com/andrea_narcisse/acquisition2018/wish/294126494  Louisiana administers ELLs The English Language Proficiency Test (ELPT), which is designed to measure the performance of students who meet the participation criteria for English Language  Learners (ELLs) as they progress through their K–12 education. Students are exited from the program when they meet "proficiency".

Louisiana determines proficiency, as based upon the ELPT, as the following:
1)  Emerging :When they have not yet attained a level of English language skill necessary to produce, interpret, and collaborate on grade-level content-related academic tasks in English. 
2)  Progressing: when, with support, they approach a level of English language skill necessary to produce, interpret, and collaborate, on grade-level content-related academic tasks in English.
3)  Proficient: Students have attained a level of English language skills necessary to independently produce, interpret, collaborate on, and succeed in grade-level content-related academic tasks in English. 

]]> 2018-10-17 22:53:22 UTC https://padlet.com/andrea_narcisse/acquisition2018/wish/294126494 andrea_narcisse https://padlet.com/andrea_narcisse/acquisition2018/wish/294127871 2018-10-17 23:02:49 UTC https://padlet.com/andrea_narcisse/acquisition2018/wish/294127871 How can teachers support ELLs who have not become academically proficient? andrea_narcisse https://padlet.com/andrea_narcisse/acquisition2018/wish/294128018 New Orleans metro area schools, particularly Jefferson and St. Tammany parish, numbers of Hispanic students have steadily risen since 2005. With no changes in funding, teachers have to accommodate larger numbers of language learners. However, most content teachers have had little or no preparation for working with ELLs with a recent study showing only 12.5% of teachers having received eight or more hours of training on teaching ELLs. (Carrier, 2005).
Color in Colorado provides stage-by-stage strategies that can be used to support students who are still mastering English. 




]]> 2018-10-17 23:03:51 UTC https://padlet.com/andrea_narcisse/acquisition2018/wish/294128018 Exit Ticket andrea_narcisse https://padlet.com/andrea_narcisse/acquisition2018/wish/294130066 1. How can teachers support ELLs after they have been exited out of the program?

2. What issues are there with the criteria for exiting the program?

3. Which strategies could you implement in your own classroom to continue language growth in your ELLs?

]]> 2018-10-17 23:17:21 UTC https://padlet.com/andrea_narcisse/acquisition2018/wish/294130066 EXIT Ticket by: Katie Babineaux https://padlet.com/andrea_narcisse/acquisition2018/wish/294149336
1.  How can teachers support ELLs after they have been exited out of the program?  I would still continue to scaffold, provide explicit vocabulary instruction, use cognates, provide visuals, and provide opportunities for them to practice their English fluency through discussions.


2.  What issues are there with the criteria for exiting the program?  Students get exited out before they are really "expertly proficient."  It takes learners at least 2 years to reach advanced fluency, then up to 10 years to achieve full mastery of the second language in all its complexities and nuances.


3.  Which strategies could you implement in your own classroom to continue language growth in your ELLs?  I provide a lot of scaffolding, visuals (anchor charts, modified graphic organizers, and timelines), and I provide a lot of discussion among partners to practice their fluency.

]]> 2018-10-18 00:58:54 UTC https://padlet.com/andrea_narcisse/acquisition2018/wish/294149336 Exit Ticket by Lauren Brown lterranova1 https://padlet.com/andrea_narcisse/acquisition2018/wish/294182464 1. How can teachers support ELLs after they have been exited out of the program?

Teachers should still continue to plan lessons in which the students can have academic discussions with each other and work in collaborative groups. In addition, teachers should continue to use visuals and provide opportunities to develop the students' vocabulary. 

2. What issues are there with the criteria for exiting the program?
One issue I could potential see is students being released from the program before they are ready. 

3. Which strategies could you implement in your own classroom to continue language growth in your ELLs?

I provide many visuals around my classroom with the English word written on it. In addition, I try to provide many opportunities for my students to have discussions. 


]]> 2018-10-18 04:25:53 UTC https://padlet.com/andrea_narcisse/acquisition2018/wish/294182464 Yoon's exit ticket ylee29 https://padlet.com/andrea_narcisse/acquisition2018/wish/294195458 -How can teachers support ELLs after they have been exited out of the program?
continue to provide visuals as a support whenever possible, build background knowledge, pre-teach vocabulary, sett language goals with them
-What issues are there with the criteria for exiting the program? 
students needing ongoing support in academic language, showing strengths in some areas but weaknesses in other areas that are language-related
-Which strategies could you implement in your own classroom to continue language growth in your ELLs? 
monitoring language goals, teaching figurative language and how to use a dictionary and thesaurus
]]> 2018-10-18 06:14:23 UTC https://padlet.com/andrea_narcisse/acquisition2018/wish/294195458