Stages of Second Language Acquisition

  • <h4>Student</h4>
<p> </p>
<p>Associates sound with meaning<br />Develops listening strategies and comprehension<br />Does not communicate verbally<br />Indicates understanding non-verbally<br />Relies on contextual clues<br />Gradually acquires ability to understand key words.</p>
<p> </p>
<h4>Teacher</h4>
<p> </p>
<p>Uses Total Physical Response<br />Tells/reads lots of stories with props<br />Uses real objects when possible, as well as pictures and other visuals to represent key vocabulary<br />Uses real situations to model authentic natural language</p>

    Student

     

    Associates sound with meaning
    Develops listening strategies and comprehension
    Does not communicate verbally
    Indicates understanding non-verbally
    Relies on contextual clues
    Gradually acquires ability to understand key words.

     

    Teacher

     

    Uses Total Physical Response
    Tells/reads lots of stories with props
    Uses real objects when possible, as well as pictures and other visuals to represent key vocabulary
    Uses real situations to model authentic natural language

  • <h4>Student</h4>
<p> </p>
<p>Gives one word responses such as “dog”, “come”, Yes,” or short phrases<br />Omits articles (a, an, the) prepositions (to, on, over) and other words with abstract meanings<br />Says words that have been heard and understood many times<br />Continues to add new words</p>
<p> </p>
<h4>Teacher</h4>
<p> </p>
<p>Asks yes/no questions<br />Asks choice questions<br />Asks completion questions<br />Uses real objects when possible, as well as pictures and other visuals to represent key vocabulary</p>

    Student

     

    Gives one word responses such as “dog”, “come”, Yes,” or short phrases
    Omits articles (a, an, the) prepositions (to, on, over) and other words with abstract meanings
    Says words that have been heard and understood many times
    Continues to add new words

     

    Teacher

     

    Asks yes/no questions
    Asks choice questions
    Asks completion questions
    Uses real objects when possible, as well as pictures and other visuals to represent key vocabulary

  • <h4>Student</h4>
<p> </p>
<p>Speaks in 2 – 3 word sentences<br />Begins naturally to recognize grammatical elements in sentences<br />Requires extensive vocabulary development to improve second language skills</p>
<p> </p>
<h4>Teacher</h4>
<p> </p>
<p>Asks questions of student which elicit longer responses<br />Uses simple comparisons, descriptions, and sequencing of events<br />Encourages the child to produce simple sentences<br />Uses the Language Experience Approach to begin reading and writing<br />Uses dictation as a strategy for listening, comprehension, and grammatical correctness<br />Reads short narratives while the child follows along.<br />Provides opportunities for student dramatization</p>

    Student

     

    Speaks in 2 – 3 word sentences
    Begins naturally to recognize grammatical elements in sentences
    Requires extensive vocabulary development to improve second language skills

     

    Teacher

     

    Asks questions of student which elicit longer responses
    Uses simple comparisons, descriptions, and sequencing of events
    Encourages the child to produce simple sentences
    Uses the Language Experience Approach to begin reading and writing
    Uses dictation as a strategy for listening, comprehension, and grammatical correctness
    Reads short narratives while the child follows along.
    Provides opportunities for student dramatization

  • <h4>Student</h4>
<p> </p>
<p>Asks questions<br />Creates with language providing his/her personal information<br />Speaks in sentences on a variety of familiar topics<br />Reads and writes in full sentences and makes fewer errors in speech.</p>
<p> </p>
<h4>Teacher</h4>
<p> </p>
<p>Continues to provide comprehensible input when introducing new vocabulary and gradually increases level of difficulty<br />Must integrate language and content<br />Plans lessons which provide students with opportunities to develop language fluency and demonstrate their second language productive skills (speaking and writing)</p>

    Student

     

    Asks questions
    Creates with language providing his/her personal information
    Speaks in sentences on a variety of familiar topics
    Reads and writes in full sentences and makes fewer errors in speech.

     

    Teacher

     

    Continues to provide comprehensible input when introducing new vocabulary and gradually increases level of difficulty
    Must integrate language and content
    Plans lessons which provide students with opportunities to develop language fluency and demonstrate their second language productive skills (speaking and writing)

  • <h4>Student</h4>
<p> </p>
<p>Competently speaks, reads, writes and understands second language.</p>

    Student

     

    Competently speaks, reads, writes and understands second language.

   See next stage here »   


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