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SLA (Second Language Acquisition)

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SLA (Second Language Acquisition) SIOP Model Making Content Comprehensible for English Language Learners Content Objectives List characteristics of English Learners ... – PowerPoint PPT presentation

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Title: SLA (Second Language Acquisition)


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 students 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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