• Understanding Language Acquisition
  • Cover
  • Session 1: Language and Identity
  • Session 2: Who are Our ELLs? Defining Needs and Strengths
  • Session 3: Current Realities: ESL Programs and Practices
  • Session 4: Creating Comprehensible Input
  • Session 5: The Role of Interaction
  • Session 6: Stages of Development and Errors and Feedback
  • Session 7: Proficiencies and Performances
  • Session 8: Displays of Professional Development
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  • Translations
  • LA 6.2 Charting Treasure: Mapping Stages of Development

    • LA 6.2 Charting Treasure: Mapping Stages of Development

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    Learning Outcome Pedagogical Intent Student Position

    Employ theories of acquisition of a primary and new language in instruction.Teachers will understand that language acquisition is patterned.

    Assessment: 25 pts.

    TA: 40 Minutes

    Teachers will be introduced to the stages of development in second language acquisition, and create a map of the beginning, intermediate, and advanced stages of acquisition

    Because teachers need to build an initial reserve of complex factual information that can be used in solving real-world problems, they are asked to comprehend and analyze dense and abstract research summaries. With the support of peers, teachers will synthesize and make decisions about the readings.

    Instructions

    1. With the facilitator, discuss the first 2 pages from Charting Treasure as a class. Answer questions in the discussion regarding Proficiency Levels and Points to Remember About Errors.
    2. The facilitator will model what you need to do to understand article 4 from the articles and transfer the relevant information to your note sheet. Discuss questions and provide comments as a whole class.
    3. In tables, using the form (Stages of Language Development) and the readings provided (charts 1-8), producea map on of language acquisitionon the response pageto show progressionfrom beginning through intermediate to advanced stages. For each chart (articles, vocabulary, etc.), determine what would be considered beginning, intermediate, or advanced. The facilitator will complete Chart 1: Order of Acquisition of Grammatical Morphemes with the class.
    4. Discuss the following questions as a class:
      1. What were some challenges in completing this activity?
      2. How clearly delineated do you feel are the lines between each stage of language acquisition (beginning, intermediate, and advanced)?
      3. Where might a teacher see/hear samples of student language in order to identify a student’s stage of language acquisition?
      4. How does this applyto content classwork?

    This content is provided to you freely by EdTech Books.

    Access it online or download it at https://edtechbooks.org/understanding_language_acquisition/la_62_charting_treas.