Integrated+View+of+SLA

**An Integrated View of Second Language Acquisition**
 * **Stage 1:**
 * Apperceived Input-**
 * ELL students are exposed to a very large amount of new information in the targeted language. As they**
 * learn the language, they are aware of the gap of new information that is not yet in their vocabulary.** || **Approaches: Social Interaction Approach**


 * Explanation: When a student is first learning a new language, they often become frustrated by the words they do not know. In order to help eliminate this frustration, the teacher needs to introduce new words daily. Social interaction should be as informal as possible until the ELL is comfortable with the new culture and environment.** || **Materials and Resources Needed:**


 * Picture vocabulary cards**


 * Materials for small group interaction. Depending on the age of the ELL, the teacher can provide toys, house hold items in the kitchen center, or other items to make the ELL feel more comfortable.** ||
 * **Stage 2: Comprehended Input-**
 * As the ELL continues to become aware and recognize new information, analysis begins. The ELL starts to analyze and understand new information.** || **Approaches: Interactionist Approach**


 * Explanation: The ELL needs to be exposed to more social development, but in a more structured way. For example, the teacher needs to organize centers to involve more structured information such as problem solving, group projects, and academic assignments.** || **Materials and Resources Needed:**


 * Materials needed for social interaction and academic assignments for centers.** ||
 * **Stage 3: Comprehended Integration-**


 * The ELL can analysis new information and connect existing and prior knowledge. Once the ELL has made the connection with his knowledge base, the information can be remembered later.** || **Approaches: Input Processing (IP)**
 * Explanation: The Input Processing (IP) approach states that there is a connection between form and meaning of SLA. The input is given meaning. This is known as “intake”. The intake helps the learner develop an organization system. The learner then determines the relationship between intake and linguistic form. The information is then stored in their memory.** || **Materials and Resources Needed:**


 * New vocabulary words and concepts to help the ELL make the connection between new language and prior knowledge.** ||
 * **Stage 4: Output-**


 * Output is the end result of second language acquisition. Output is the ability of an ELL to communicate in various social situations.** || **Approaches: Functional Approach**


 * Explanation: Since the ELL can communicate, I would use the Functional Approach. The Functional Approach places emphasis on how the language is used for communication. The ELL can now focus on pragmatics, semantics, syntax, morphology, and lexicon when communicating with others.** || **Materials and Resources Needed:**


 * The student needs explicit instruction in the English language in order to develop the skills needed to communicate in English.** ||
 * **Suggestions and Tips for Teachers** || **Approaches for Beginners / Limited English Proficiency- Students who have LEP need many hands-on and visual materials. They also need as much social interaction as possible in small groups and with a “buddy”who can help the student learn classroom procedures.**


 * Approaches for Moderate English Proficiency-Once a student starts to communicate, explicit instruction needs to be administered to help with reading and speaking fluency. I usually start with phonological awareness and then phonics. As the ELL progresses, I also teach sight words and other beginning skills. One activity I think is helpful is matching words to my ELL picture cards so I can make sure the ELL knows the meaning of the words.**


 * Approaches for Younger ESL Student- Like all students, the ELL learns best through social interaction and play. The teacher needs to set up situations for language development such as playing with farm or zoo animals, costumes, etc. The more social interaction the ELL experiences, the faster he will become fluent in English.**


 * Approaches for Middle School- When working with middle -school students, it is important to go back to the basis of reading and vocabulary development with out making the instruction seemsto babyish. The new ELL needs to understand the alphabetic principle, phonological awareness, phonics and other foundational principles in reading. For my middle school students, I teach the same concepts as the younger children, but I adapt it to the older students.**

Resources: Chomsky, N. (1965). //Aspects of the theory of syntax.// Cambridge: MIT Press Brown, R. (1973). //A first language.// Cambridge, MA: Harvard Univeristy Press Gass. S. (1997). //Input, interaction, and the second language learner.// Mahwah, NJ: Laurence Erlbaum Dulay, H. & Burt, M. (1974). Natural sequences in child second language acquisition. //Language Learning// 24, 37-53
 * Approaches for High School- When working with high school students I start with the same principles as a younger child, but I “sneak in” phonological awareness. I teach phonics, sight words, and blending very explicitly. I also teach new vocabulary daily, and provide as much social interaction as possible.** || **Materials and Resources Needed:** ||

Jena Tabor Flintville Elementary 37 Flintville School Rd Flintville, TN 37335 937-8751 jtabor@lcdoe.org

MTSU Honor Statement: This assignment/assessment was solely written by me. In no way have I plagiarized (represented the work of another as my own) or otherwise violated the copyright laws and academic conventions of fair use. I know that violations of this policy may result in my being dismissed from Middle Tennessee State University and/or appropriate legal action being taken against me. Signed Your Name Jena Tabor Date June 3, 2010