Approaches: Lexical Approach, Language Immersion, Innatist, TPR Explanation: 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. (Gass, & Selinker, 2008)
Materials and Resources Needed: Photographs/Graphics Picture cards with vocabulary Matching sheet Realia Videos Picture Dictionary Bilingual Dictionary Word Walls Classroom labels Chants Nursery rhymes
Stage 2: Comprehended Input
Approaches: Task-Based Learning, Interactionist, Lexical Explanation: 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. (Moudraia, 2001)
Materials and Resources Needed: Books in L1 Books in L2 Bilingual books Videos Realia Bilingual Dictionary Audio Clips Word Wall Vocabulary List Journals
Stage 3: Comprehended Integration
Approaches: Interactionist, Task-Based Learning Explanation: 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.
Materials and Resources Needed: Books in L2-grade level Mystery Books Cloze work Paper and pencil to write narratives Bilingual Dictionary Journals Grammar lessons in L2
Stage 4: Output
Approaches: Interactionist, Task-Based Explanation: 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.
Materials and Resources Needed: Crossword Puzzles Books Games involving role play Games that demand analytical thought
Suggestions and Tips for Teachers
Approaches for Beginners / Limited English Proficiency Lexical Approach Interactionist Approach Approaches for Moderate English Proficiency Interactionist Approach Task-Based Learning Approach Functional Approach Approaches for Younger ESL Student Innatist Approach Natural Approach Interactionist Approach Approaches for Middle School Interactionist Approach Task-Based Learning Approach Approaches for High School Task-based Learning Approach Interactionist Approach Natural Approach
Sources Gass, S., & Selinker, L. (2008). Second Language Acquisi tion. New York, NY: Routledge. 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 Peregoy, S., & Boyle, O. (2005). Reading, Writing, and Learning in ESL. Boston, MA: Pearson.
An Integrated View of Second Language Acquisition
Apperceived Input
Explanation: 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. (Gass, & Selinker, 2008)
Photographs/Graphics
Picture cards with vocabulary
Matching sheet
Realia
Videos
Picture Dictionary
Bilingual Dictionary
Word Walls
Classroom labels
Chants
Nursery rhymes
Explanation: 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. (Moudraia, 2001)
Books in L1
Books in L2
Bilingual books
Videos
Realia
Bilingual Dictionary
Audio Clips
Word Wall
Vocabulary List
Journals
Explanation: 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.
Books in L2-grade level
Mystery Books
Cloze work
Paper and pencil to write narratives
Bilingual Dictionary
Journals
Grammar lessons in L2
Explanation: 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.
Crossword Puzzles
Books
Games involving role play
Games that demand analytical thought
Lexical Approach
Interactionist Approach
Approaches for Moderate English Proficiency
Interactionist Approach
Task-Based Learning Approach
Functional Approach
Approaches for Younger ESL Student
Innatist Approach
Natural Approach
Interactionist Approach
Approaches for Middle School
Interactionist Approach
Task-Based Learning Approach
Approaches for High School
Task-based Learning Approach
Interactionist Approach
Natural Approach
Computer
Books in L2
Bilingual books
Sites with ESL lesson plans:
http://www.everythingesl.net/lessons/
http://www.rong-chang.com/lsnplan.htm
http://www.eslcafe.com/search/Lesson_Plans/
http://www.tefl.net/esl-lesson-plans/index.htm
Sources
Gass, S., & Selinker, L. (2008). Second Language Acquisi tion. New York, NY: Routledge.
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
Peregoy, S., & Boyle, O. (2005). Reading, Writing, and Learning in ESL. Boston, MA: Pearson.
James Fullerton
ESL Teacher
Oak Grove Elementary School
jfullerton1@k12tn.net