ESSL stage of language acquisition

Hopefully for next semester I will be teaching a high school course in American Government, world politics, etc…

Pre-production:

Often this is referred to as the silent period. They have a very limited vocabulary, usually about 500 words in the receptive portion. They are more than likely not speaking, but have a tendency to repeat things you say. This is about a six month period.

Teaching Strategies Pre-Production ELLS Learners:

There are a few different techniques used at this stage. Visuals are highly emphasized. For my specific subject I might use pictures of the white house, President Obama, etc… Let’s say my student is from Mexico and his Name is Juan, I might show him pictures of Mexico’s president and then show him pictures of President Obama to show correlation. This is known as
survival”.

Early Production:

Students tend to develop a receptive and active vocabulary of 1000 words. Students can speak in one or two word phases. Usually can use short language chunks that have been memorized although they might not be used correctly.

Teaching Strategies Early Production ELLS Learners:

Repeat the already listed strategies. Trying asking the students to point at picture with word association. Students should work in pairs to discuss problems. Model a phrase and have student repeat it with one word modifications. For example maybe I have a male student named Zelig from Germany, I say United States government is an interesting topic and he says United States government is a boring topic.

Speech Emergence:

 Students develop a vocabulary of about 3,000 words and can communicate with simple phrases and sentences. Tend to ask simple questions which might not always be grammatically correct. Usually have short conversations with fellow students. They will understand easy stories read in class with support of pictures. Be able to do some content work with teacher support.

Teaching Strategies Speech Emergence:

Begin to use more academic vocabulary, while also using same techniques previously described. While introducing the new vocabulary try modeling how to use it in a sentence. Ask more questions that require a short answer and are fairly literal. Introduce charts and graphs with easily understood information such as a class survey of their favorite color. In writing activities, provide the student with a fill-in-the-blank version of the assignment with the necessary vocabulary listed on the page. An example from my class could be; a new female student named Amira from Saudi Arabia. I would use a vocab list of terms in American Government associated with pictures on one writing assignment.

Intermediate Fluency:

Vocabulary has increased to 6000 active words. Speaking and writing abilities have developed into more complex structures for them, able to share opinions and thoughts. Tend to ask questions to clarify what they are learning. These English language learners will be able to work in grade level math and science courses with teacher support. Comprehension of English literature and social studies content is increasing.

Teaching Strategies Intermediate fluency:

Identify key academic vocabulary and phrases and model them. Use thinking maps and check to make sure student is filling them in with detail, challenge them to add more. more academic skills, such as brainstorming, prioritizing, categorization, summarizing and compare and contrast. Introduce idioms and give examples of how to use them appropriately. Student’s need more correction/feedback, even on errors that do not directly affect meaning. From my class setting maybe we have another female student at this stage, her name is Anele from Africa. I would try to have her brainstorm and categorize topics in class.