Learning A Second Language:
Theory and Stages
Learning a second language takes time - longer for some students than others. Read about the stages of language acquisition and how it impacts your teaching of ELLs.
Learning a second language will look different for many students.
Some ELLs have strong background knowledge before coming to another country and may even have been above grade level in their native schools. These students will be able to quickly transfer knowledge into English.
On the other hand, many of the ELLs arriving in our schools today come to us with extremely limited schooling.
They may be coming from war-torn areas, lived in refugee camps, or have lived in extremely remote locations.
These students are not already literate in their native language and have little to no experience in a school setting.
Such significant gaps mean they will need more time to adjust to basic routines and expectations involved in the school day.
You may also have students who have grown up in a household where English is not spoken as the primary language, therefore they have never mastered English or the language used at home.
As well, they may not understand the cultural differences between hand gestures in other countries.
Stages of Second Language Acquisition
Stephen Krashen and Tracy Terrell describe the natural stages of learning a second language in their book The Natural Approach. All students who learn English as a second language will pass through these stages, some more quickly than others.
The table below is excerpted from Classroom Instruction That Works with English Language Learners by Jane D. Hill and Kathleen M. Flynn. It gives a comprehensible overview of the stages all students will pass through while learning a second language.
| Stage | Preproduction | Early Preproduction | Speech Emergence | Intermediate Fluency | Advanced Fluency | | Characteristics | minimal comprehension
non-verbal
nods "yes" and "no"
draws and points | limited comprehension
one or two word responses
uses key words
present-tense verb usage | good comprehension
simple sentences
grammatical and pronunciation errors
misunderstands jokes/idioms | excellent comprehension
few grammatical errors | near native level of speaking | | Time Frame | 0-6 months | 6 months - 1 year | 1-3 years | 3-5 years | 5-7 years | | Teacher Prompts | Show me...
Circle the...
Where is...
Who has... | Yes/No questions
Either/or questions
Lists & labels
One or two word answers | Why...?
How...?
Explain...
Short phrase answers | What would happen if...
Why do you think... | Decide if...
Retell... |
In addition to understanding the stages of learning a second language, teachers must change how they instruct ELL students.
The SIOP model (Sheltered Instruction Observation Protocol) is a system developed to ensure high quality instruction for English learners in content area teaching. It allows both concepts and academic vocabulary to be developed in a way that bridges gaps in learning due to language acquistion. In sheltered instruction, teachers must purposefully speak clearly, utilize visuals and manipulatives, and avoid the overuse of idiomatic phrases. Other things a teacher can and should do are:
Use photos, pictures and drawings Body movements and pantomime Facial expressions and hand gestures Short simple sentences Make eye contact Use high-frequency vocabulary More description through the use of synonyms Give detailed previews of prior content
Keep these strategies and tips in mind as you plan your lessons for your second language acquisition students.
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