Stages of Second Language Acquisition
Lily is in the intermediate fluency stage. She is a very curious student who always asks questions. "Teacher, are jog and run the same thing?"
Stage One: Pre-Production
Stage Two: Early Production
Stage Three: Speech Emergence
Stage Four: Beginning Fluency
Stage Five: Intermediate Fluency
Stage Six: Advanced Fluency
(Most research does not include Stage Four above)
Next week, in Unit 7, we will be studying about sports. The keywords for the unit will mostly be about verbs (actions done in sports) and nouns (items used in sports). As I am an English Kindergarten teacher in Korea, the English levels of my students vary quite a bit. They are located on different stages of the second language acquisition path. Therefore, I must implement various strategies of differentiated instruction for my students. The following children are 5 and 6 year old Kindergarten students.
Students
Students
Justin is in the pre-production stage, so he does not speak very much at all. He is a shy student who mostly nods. Therefore I ask him simple questions like, "Is this a ball?"
In class, I use lots of body language to indicate key vocabulary words (such as "walk"), I employ the Total Physical Response (TPR) Method.
http://educationnorthwest.org/sites/default/files/ell.pdf (pages 23-24)
I make sure to do activities that make students move around (YouTube songs and re-enactments of the keywords).
I also use large flashcards with the key vocabulary words written on them.
In class, I use lots of body language to indicate key vocabulary words (such as "walk"), I employ the Total Physical Response (TPR) Method.
http://educationnorthwest.org/sites/default/files/ell.pdf (pages 23-24)
I make sure to do activities that make students move around (YouTube songs and re-enactments of the keywords).
I also use large flashcards with the key vocabulary words written on them.
Kim is in the early production stage. She is a bit talkative, however, she speaks in broken English. For example, she says, "Teacher bathroom?" Instead of saying, "May I go to the bathroom?"
Therefore, when I ask her about the lessons, I ask her questions where she can answer in two or three words and yet still be a complete sentence. For example: "Kim, can you run?" "Yes, I can/No, I can't."
Therefore, when I ask her about the lessons, I ask her questions where she can answer in two or three words and yet still be a complete sentence. For example: "Kim, can you run?" "Yes, I can/No, I can't."
I use body language to indicate the "you" and "run" words in the example above.
I also use large flashcards with the key vocabulary words written on them.
Park is in the speech emergence stage. His English is good, however, he still makes some very common mistakes.
I ask him questions that are a bit more advance, in order to have him try and have a small conversation with me. I know he has swimming lessons on Wednesdays, so I ask the following question: "Park, what did you do yesterday?"
He replies, "I go swimming."
Teacher: "You WENT swimming? Did you have fun?"
Park: "Yes, I did. I swam for one hour."
Use lots of flashcards with no words for him.
Ask him to try and answer in complete sentences.
I also use large flashcards with the key vocabulary words written on them.
Park is in the speech emergence stage. His English is good, however, he still makes some very common mistakes.
I ask him questions that are a bit more advance, in order to have him try and have a small conversation with me. I know he has swimming lessons on Wednesdays, so I ask the following question: "Park, what did you do yesterday?"
He replies, "I go swimming."
Teacher: "You WENT swimming? Did you have fun?"
Park: "Yes, I did. I swam for one hour."
Use lots of flashcards with no words for him.
Ask him to try and answer in complete sentences.
Lily is in the intermediate fluency stage. She is a very curious student who always asks questions. "Teacher, are jog and run the same thing?"
I sometimes ask her to translate for me how to say a certain sport in Korean, in order to tap into her own experience with these vocabulary words.
"How do you say 'basketball' in Korean Lily?"
"Basketball in Korean is Nonggu (농구) teacher."
I ask her questions that are a bit more complex, too.
Summary of the Lesson
I start the lesson by telling the class what exactly we will study that day. I use actual sports balls to visually represent the lesson to the students. Then I show a video. I play the video at least twice (sometimes more if the students really like the video). While watching the videos, I will loudly say the key vocabulary words that get mentioned and act them out, asking the students to act them out with me.
Sports Balls Song
https://www.youtube.com/watch?v=EZXI7l3eaOs
After watching the video, we get to the part where we practice the key vocabulary words. Students learn the vocabulary words by acting them out. Then, I go around asking questions to the students. I start by asking simple questions. I start by asking Lily and working my way down to Justin. This way, Justin has a chance to hear the answers/sentences multiple times. Depending on the book, either do the book pages next. Or, do the handouts I make for the assignment. Finish the lesson by watching another video. Once again, having the kids act out the vocabulary words they hear in the song.
I See a Ball
https://www.youtube.com/watch?v=hhT7Ic-gPwA
"How do you say 'basketball' in Korean Lily?"
"Basketball in Korean is Nonggu (농구) teacher."
I ask her questions that are a bit more complex, too.
Summary of the Lesson
I start the lesson by telling the class what exactly we will study that day. I use actual sports balls to visually represent the lesson to the students. Then I show a video. I play the video at least twice (sometimes more if the students really like the video). While watching the videos, I will loudly say the key vocabulary words that get mentioned and act them out, asking the students to act them out with me.
Sports Balls Song
https://www.youtube.com/watch?v=EZXI7l3eaOs
After watching the video, we get to the part where we practice the key vocabulary words. Students learn the vocabulary words by acting them out. Then, I go around asking questions to the students. I start by asking simple questions. I start by asking Lily and working my way down to Justin. This way, Justin has a chance to hear the answers/sentences multiple times. Depending on the book, either do the book pages next. Or, do the handouts I make for the assignment. Finish the lesson by watching another video. Once again, having the kids act out the vocabulary words they hear in the song.
I See a Ball
https://www.youtube.com/watch?v=hhT7Ic-gPwA
Key Vocabulary Words
walk jog run jump swim shoot hit kick
ball bat helmet basket
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