EmmaGilroy

Educ359IntrotoELL
Fall2016
12September2016
Identifythe5stagesoflanguageacquisition,keyfactors(34)abouteachstage,andatleastone
effectivestrategythatcanbeusedwithELLstudentsfromthatstage
1. PreproductionThisissometimesreferredtoasthesilentperiod.Englishlanguage
learnersknowupto500wordsbutcannotspeakanyEnglish.Manyareparrotingatthis
point.Duringthisstage,teachersshouldfocusonlisteningcomprehension.
2. EarlyProductionThisstagelastsapproximately6months.Learnershaveanactiveand
receptivevocabularyofapproximately1,000words.Theyhavelikelymemorized
sentencesorphrases(languagechucks),andmayusethemincorrectlysometimes.
Teachersshouldacceptonetotwowordphrasesasanswersatthisstage.
3. SpeechEmergenceAstudentsvocabularyisuptoabout3,000words.Theycanuse
sentencesthatmayormaynotbegrammaticallycorrect.Theycanparticipateinshort
conversationswithclassmates.Teacherscanparticipateindialoguejournalswiththe
students.
4. IntermediateFluencyVocabularyisupto6,000wordsatthispoint.Studentscanuse
morecomplexsentenceswhenspeakingandwriting.Theyareabletoexpressopinions.
Studentscanworkongradelevelmathandsciencewithsupportfromtheteacher.
5. AdvancedFluencyLanguagelearnersperformnearnativeability.Ittakesfourtoten
yearstoreachthisstage.TheywillexitESLprogramsatthispoint.Theystillneed
supportfromclassroomteachersespeciallyincontentareasuchashistoryandwriting.
Identifythe4methodsofcoteaching,abriefdescriptionofeachmethod,andanexampleof
howeachmethodofcoteachingcanbeusedeffectivelyforclassroomswithELLstudents
1. SupportiveOneteachertakesprimarycontrolforlecturingandtheothercirculates
theroomtohelpstudentsinneedofassistance.ForclassroomswithELLstudents,
thereisopportunityforthecirculatingteachertoaddressanyissuesimmediatelyand
onanindividuallevel.Teacherscirculatingtheroomcancheckforcomprehension.
2. ParallelTwoteachersareteachingthesameinformationatthesametimeto
differentgroups.InaclassroomwithELLstudents,thisallowsformoresmallgroup
instructionwhichwouldallowteacherstoprovidemoreindividualizedattentionto
studentsinneed.
3. ComplementaryAmemberdoessomethingtocomplementtheinstructionofthe
other(drawsadiagramorparaphrases.)Thecomplementaryteachermaymake
informationmoreunderstandablebyprovidingvisualsorparaphrasing,whichwould
beeffectiveforclearingupconfusioninaclassroomwithELLstudents.
4. TeamTeachingBothteacherssharethesameresponsibilityforteachingand
planningthelesson.Thestyleismoreofanengageddiscussionthanalecture.For
classroomswithELLstudents,itmayhelptocreateamoreengagingandinteractive

environment.Thiswouldhelpcreateasenseofcomfortandconfidenceinthe
classroom.