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Learning A Second Language

Teaching ESL to children requires understanding language acquisition.

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 and do well with any ESL vocabulary exercises

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 words for ESL vocabulary lessons
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.

Return to Top: Learning a Second Language: Theory and Stages

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