Integrated+View+of+SLA

**An Integrated View of Second Language Acquisition **

Photographs/Graphics Picture cards with vocabulary Matching sheet Realia Videos Picture Dictionary Bilingual Dictionary Word Walls Classroom labels Chants Nursery rhymes || Books in L1 Books in L2 Bilingual books Videos <span style="font-family: 'Palatino Linotype','serif';">Realia <span style="font-family: 'Palatino Linotype','serif';">Bilingual Dictionary <span style="font-family: 'Palatino Linotype','serif';">Audio Clips <span style="font-family: 'Palatino Linotype','serif';">Word Wall <span style="font-family: 'Palatino Linotype','serif';">Vocabulary List <span style="font-family: 'Palatino Linotype','serif';">Journals || <span style="font-family: 'Palatino Linotype','serif';">Books in L2-grade level <span style="font-family: 'Palatino Linotype','serif';">Mystery Books <span style="font-family: 'Palatino Linotype','serif';">Cloze work <span style="font-family: 'Palatino Linotype','serif';">Paper and pencil to write narratives <span style="font-family: 'Palatino Linotype','serif';">Bilingual Dictionary <span style="font-family: 'Palatino Linotype','serif';">Journals <span style="font-family: 'Palatino Linotype','serif';">Grammar lessons in L2 || <span style="font-family: 'Palatino Linotype','serif';">Crossword Puzzles <span style="font-family: 'Palatino Linotype','serif';">Books <span style="font-family: 'Palatino Linotype','serif';">Games involving role play <span style="font-family: 'Palatino Linotype','serif';">Games that demand analytical thought || <span style="font-family: 'Palatino Linotype','serif';">Lexical Approach <span style="font-family: 'Palatino Linotype','serif';">Interactionist Approach <span style="font-family: 'Palatino Linotype','serif';">Interactionist Approach <span style="font-family: 'Palatino Linotype','serif';">Task-Based Learning Approach <span style="font-family: 'Palatino Linotype','serif';">Functional Approach <span style="font-family: 'Palatino Linotype','serif';">Innatist Approach <span style="font-family: 'Palatino Linotype','serif';">Natural Approach <span style="font-family: 'Palatino Linotype','serif';">Interactionist Approach <span style="font-family: 'Palatino Linotype','serif';">Interactionist Approach <span style="font-family: 'Palatino Linotype','serif';">Task-Based Learning Approach <span style="font-family: 'Palatino Linotype','serif';">Task-based Learning Approach <span style="font-family: 'Palatino Linotype','serif';">Interactionist Approach <span style="font-family: 'Palatino Linotype','serif';">Natural Approach || **<span style="font-family: 'Palatino Linotype','serif';">Materials and Resources Needed: ** <span style="font-family: 'Palatino Linotype','serif';">Computer <span style="font-family: 'Palatino Linotype','serif';">Books in L2 <span style="font-family: 'Palatino Linotype','serif';">Bilingual books <span style="font-family: 'Palatino Linotype','serif';">Sites with ESL lesson plans: <span style="font-family: 'Palatino Linotype','serif';">[] <span style="font-family: 'Palatino Linotype','serif';">[] <span style="font-family: 'Palatino Linotype','serif';">[] <span style="font-family: 'Palatino Linotype','serif';">[] ||
 * **<span style="font-family: 'Palatino Linotype','serif';">Stage 1: **
 * <span style="font-family: 'Palatino Linotype','serif';">Apperceived Input ** || **<span style="font-family: 'Palatino Linotype','serif';">Approaches: **<span style="font-family: 'Palatino Linotype','serif';">Lexical Approach, Language Immersion, Innatist, TPR
 * <span style="font-family: 'Palatino Linotype','serif';">Explanation: **<span style="font-family: 'Palatino Linotype','serif';">The affective filters are important at this stage and need to be low for the student to learn**.** Students will notice input in the second language and recognize the difference between his L1 and L2; frequency of input will increase the chances that the student notices it. Students are not asked to respond during this stage. Students will relate what is already known to what is being noticed in the second language. Student acquires grammar through conversation and interaction more than by formal instruction. Much of instruction should be visual. TPR works to help establish a routine and to teach basic commands. <span style="color: #333333; font-family: 'Palatino Linotype','serif';">(Gass, & Selinker, 2008) || **<span style="font-family: 'Palatino Linotype','serif';">Materials and Resources Needed: **
 * **<span style="font-family: 'Palatino Linotype','serif';">Stage 2: Comprehended Input ** || **<span style="font-family: 'Palatino Linotype','serif';">Approaches: **<span style="font-family: 'Palatino Linotype','serif';">Task-Based Learning, Interactionist, Lexical
 * <span style="font-family: 'Palatino Linotype','serif';">Explanation: **<span style="font-family: 'Palatino Linotype','serif';">In this stage the student begins to build on what he has already learned. It is the second step in second language development. He starts to analyze the information that he recognizes. Because the student can communicate in the second language in this stage, the interactionist approach will work well. Teacher needs to continue with large amounts of comprehensible input. The instruction can be more auditory in this stage than visual. Students should be able to complete multi-step tasks and identify similarities between L1 and L2. The learner has more control over what, or if, they learn. <span style="color: #333333; font-family: 'Palatino Linotype','serif';">(Moudraia, 2001) || **<span style="font-family: 'Palatino Linotype','serif';">Materials and Resources Needed: **
 * **<span style="font-family: 'Palatino Linotype','serif';">Stage 3: Comprehended Integration ** || **<span style="font-family: 'Palatino Linotype','serif';">Approaches: **<span style="font-family: 'Palatino Linotype','serif';">Interactionist, Task-Based Learning
 * <span style="font-family: 'Palatino Linotype','serif';">Explanation: **<span style="font-family: 'Palatino Linotype','serif';">In this stage the student can process the input he receives and can store it for later use. Low frequency input is more noticeable to the student now. The student’s affective filters should be low now and not a hindrance to second language development. Students can come up with solutions to problems in the L2. || **<span style="font-family: 'Palatino Linotype','serif';">Materials and Resources Needed: **
 * **<span style="font-family: 'Palatino Linotype','serif';">Stage 4: Output ** || **<span style="font-family: 'Palatino Linotype','serif';">Approaches: **<span style="font-family: 'Palatino Linotype','serif';">Interactionist, Task-Based
 * <span style="font-family: 'Palatino Linotype','serif';">Explanation: **<span style="font-family: 'Palatino Linotype','serif';">Student will be able to interact with classmates and teachers, and communicate in social and academic settings. During task-based instruction, student will rank and categorize data. || **<span style="font-family: 'Palatino Linotype','serif';">Materials and Resources Needed: **
 * **<span style="font-family: 'Palatino Linotype','serif';">Suggestions and Tips for Teachers ** || **<span style="font-family: 'Palatino Linotype','serif';">Approaches for Beginners / Limited English Proficiency **
 * <span style="font-family: 'Palatino Linotype','serif';">Approaches for Moderate English Proficiency **
 * <span style="font-family: 'Palatino Linotype','serif';">Approaches for Younger ESL Student **
 * <span style="font-family: 'Palatino Linotype','serif';">Approaches for Middle School **
 * <span style="font-family: 'Palatino Linotype','serif';">Approaches for High School **

<span style="color: #333333; font-family: 'Palatino Linotype','serif';">Gass, S., & Selinker, L. (2008). //Second Language Acquisi tion//. New York, NY: Routledge. <span style="color: #333333; font-family: 'Palatino Linotype','serif';">Moudraia, O. (2001). Lexical approach to second language teaching. //Online Resources: Digests//, //EDO-FL-01-02//. Retrieved from http://www.cal.org/resources/digest/0102lexical.html <span style="color: #333333; font-family: 'Palatino Linotype','serif';">Peregoy, S., & Boyle, O. (2005). //Reading, Writing, and Learning in ESL//. Boston, MA: Pearson.
 * <span style="font-family: 'Calibri','sans-serif';">Sources **

<span style="color: #333333; font-family: 'Palatino Linotype','serif';">James Fullerton <span style="color: #333333; font-family: 'Palatino Linotype','serif';">ESL Teacher <span style="color: #333333; font-family: 'Palatino Linotype','serif';">Oak Grove Elementary School <span style="color: #333333; font-family: 'Palatino Linotype','serif';">jfullerton1@k12tn.net <span style="color: #333333; font-family: 'Palatino Linotype','serif';">