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SLA (Second Language Acquisition)

SLA (Second Language Acquisition). SIOP Model Making Content Comprehensible for English Language Learners. Content Objectives. List characteristics of English Learners that may influence their success in school Understand L1 and L2 acquisition. Language Objectives.

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SLA (Second Language Acquisition)

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  1. SLA (Second Language Acquisition) SIOP Model Making Content Comprehensible for English Language Learners

  2. Content Objectives • List characteristics of English Learners that may influence their success in school • Understand L1 and L2 acquisition.

  3. Language Objectives • Discuss the challenges of SLA.

  4. Second Language Acquisition • Second language acquisition is a lifelong process with many parallels to first language acquisition. • Error patterns are predictable across all learning regardless of the student’s L1 or formal instruction in L2. • Language acquisition is not a linear process; formal instruction does not speed up the process. • Sequential curricula materials (mastery of each discrete point before moving on to the next point) are disastrous for second language learners.

  5. Stages of Second Language Development • Pre-Production; Silent Period • Early Production • Speech Emergence • Intermediate Fluency

  6. Second Language Acquisition Second language acquisition … a dynamic, creative, innate process Best developed through … contextual, meaningful activities that focus on language use combined with guidance along the way from the teachers. (Collier, 1995)

  7. Center activity • Rejoin the group you worked with during the puzzle activity. Take your SIOP notebook. • Leader, recorder, and time keeper shall switch in each center. • Recorders will keep up with group work. • Wait for further instructions.

  8. Fluency * Comprehension * Written Expression For ESL students, oral language, phonological awareness, print and book knowledge and the alphabetic principle are best developed when students are provided with ample opportunities to engage in meaningful, purposeful, and relevant contexts.

  9. Best developed through contextual, meaningful activities that focus on language use combined with guidance along the way from the teachers. • Provide comprehensible instruction; use graphic organizers; visuals; concrete examples • Monitor language; paraphrase; repeat; provide examples; make connections to students’ L1. • Create a safe environment where students take risks and are supported throughout the process

  10. Guidelines for Teaching Second Language Learners • Create an instructional program that meets the needs of your students: • design a plan for new students • readjust schedules, make decisions based on data, and make instruction comprehensible • provide opportunities for students to engage in extended dialogues • assess students’ progress frequently • incorporate community expertise into the curriculum

  11. Cummins’ Model of Academic Language • Reproducible 2.2 • Make a card at table for A, B, C, D. • When a question is asked, confer with your group, and only show answer when asked.

  12. Myths • Stand up if true; jump up and down if false.

  13. Children learn second languages quickly and easily….

  14. Children learn second languages quickly and easily…. • False

  15. The younger the child, the more skilled at acquiring an L2…

  16. The younger the child, the more skilled at acquiring an L2… • False

  17. The more time students spend in a second language context, the quicker they learn the language…..

  18. The more time students spend in a second language context, the quicker they learn the language….. • False

  19. Children have acquired an L2 once they can speak it….

  20. Children have acquired an L2 once they can speak it…. • False

  21. Content Objectives • List characteristics of English Learners that may influence their success in school • Understand L1 and L2 acquisition.

  22. Language Objectives • Discuss the challenges of SLA.

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