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Language Domains and Proficiency Levels ED 498
+Overview
Language Domains
Stages of Language Proficiency
Cummins Continuum of language
4 Quadrants: Language and Cognitive Load
+A bit of humor before we examine language proficiency…Steve Martin
Remember: Accents and pronunciation are surface level features of language.
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Language Domains
+Language domains
4 domains of language: Listening, Speaking, Reading, & Writing (L, S, R, W) Receptive domains: Listening & Reading Productive domains: Speaking & Writing
In your opinion/experience, which domains are acquired most easily for ELLs?
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+Language domains are interrelated
Although the term “domains” implies that listening, speaking, reading, and writing are separate, the four domains overlap and are interrelated.
Development in the four domains is not always unidirectional.
What are the implications for our instruction?
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Stages of Second Language Acquisition
+A Continuum of Language Development
Students’ L2 development occurs along a continuum.
There are predictable (in general) and sequential stages of language development ranging from no knowledge of the L2 to near native-like competency in the L2.
Why is it important for teachers to be familiar with the stages of second language development?
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+Overview of Stages of L2 Acquisition
Stage I: Silent/Receptive or Pre-production
Stage II: Early Production
Stage III: Speech Emergence
Stage IV: Intermediate Language Proficiency
Stage V: Advanced Language Proficiency
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+Stage I: The Silent/Receptive or Preproduction Stage Can last up to six months
“Silent period" during which students may not speak, and L2 may be incomprehensible
High levels of anxiety
Can understand more than they can express
Can understand new words that are made comprehensible to them
May be inattentive
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+Stage II: The Early Production Stage
Can last an additional six months to 1 year after the preproduction stage
Develop close to 1,000 receptive/active words
Students can usually speak in one- or two-word phrases, and can demonstrate comprehension of new material by giving short answers to simple yes/no, either/or, or who/what/where questions.
Recognizes connections with L1
Reads phonetically according to L1
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+Stage III: The Speech Emergence Stage
Can last up to a year
Students usually have developed approximately 3,000 words and can use short phrases and simple sentences to communicate.
Students begin to use dialogue and take more risks with oral language.
Students may produce longer sentences, but often with errors that may interfere with communicative competence.
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+Stage IV: The Intermediate Language Proficiency Stage
May take up to another year or two
Developed approximately 6,000 words
Students at this stage are beginning to make complex statements, verbalize opinion, request clarification, participate in discussions and speak at greater length.
Can extract more meaning from text
Use L1 as resource—translators and brokers
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+Stage V: The Advanced Language Proficiency Stage
5-7 years to reach this stage (minimum)
Developed content area vocabulary and can participate fully in on-grade-level activities with some occasional support.
Students at this stage can utilize English grammar and vocabulary at a level comparable to native-English speaking peers.
Students may make minor errors (idioms, pronunciation, etc.), but these errors do not detract from students’ ability to communicate.
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+Instructional considerations
Work with your group to complete the “Instructional Considerations” column on the Stages of SLA handout. Keep the Prism Model in mind…remember it is not just about the language.
Add general considerations, as well as a specific consideration for each group member’s content area.
Be ready to briefly report out to the whole group.
+Instructional Considerations for Preproduction Focus on listening comprehension
Build students’ receptive vocabulary
Allow students to demonstrate understanding without having to produce the L2
Examples:
listen draw point
select move choose
act out match circle
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+Instructional Considerations for Preproduction (cont.)
use visual aids and gestures
slow speech and emphasize key words
use language role models (peers and multimedia)
utilize Total Physical Response (TPR) techniques
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+Instructional Considerations for Early Production
Work to expand students’ L2 receptive vocabulary
Encourage students to produce vocabulary that they already understand.
Examples:
listen point select
match circle group
gesture label list
categorize draw choose
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+Instructional Considerations for Early Production (cont.)
use charts, tables, graphs and other conceptual visuals
present open-ended sentences
utilize charades and linguistic guessing games
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+Instructional Considerations for Speech Emergence
expand receptive language
promote higher levels of language use (depth and breadth)
Examples:
recall compare summarize
contrast retell describe
define explain role-play
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+Instructional Considerations for Speech Emergence (cont.)
conduct group discussions
utilize skits and role-plays
have students write descriptions
encourage solo reading with interactive comprehension checks
integrate popular media with class activities
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+Instructional Considerations for Intermediate Proficiency
encourage higher levels of language use in content areas – increase language load
encourage students to produce academic language
reading and writing should be integrated consistently into activities at this stage
Examples:
analyze describe evaluate
complete create justify
defend debate support
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+Instructional Considerations for Proficiency (cont.)
encourage student discussion on topics
promote critical analysis of texts and relevant issues
utilize writing activities that include drafting, rewriting, editing, and critiquing
provide opportunities to use academic language
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+Instructional Considerations for Advanced Proficiency
Encourage metacognitive language regulation
Develop students’ ability to strategically connect to L1
Allow opportunities for student to serve as tutor to less proficient ELLs (if student is interested)
Help refine language (i.e., elaboration, sophisticated vocabulary, etc.)
+Let’s look at lesson plans
Does the lesson provide development in the four language domains? What language used in the lesson would be particularly challenging for an early production ELL? How could the lesson be adapted for an ELL in the early production stage?
Does the lesson provide development in the four language domains? What language used in the lesson would be particularly challenging for an advanced fluency stage ELL? How could the lesson be adapted for an ELL in the advanced fluency stage?
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While students are moving through the stages (on a continuum) of
second language acquisition, they are acquiring conversational
language and academic language (also a continuum).
+Once again…our friend Jim Cummins
Cummins (1981): Social Language Academic Language
BICS CALP
Ex: Chatting with friends Ex: Explaining an algebra equation
Familiar, concrete situations Unknown, abstract situations
At least 2-4 years to fully develop
At least 5-7 years to fully develop
+Development of Social and Academic Language
Social Language
Academic Language
+ Cummins’ Four Quadrants
CONTEXT-EMBEDDED
CONTEXT-REDUCED
COGNITIVELY DEMANDING
COGNITIVELY UNDEMANDING
Sketching
Face-to-face conversation
Science demonstration
Multiplication with appropriate manipulatives
Written directions without diagrams or example
Telephone conversation
Academic lecture
Reading a textbook chapter
+Quick Write
Think of a topic in your content area that is “typically” taught in the bottom right quadrant (cognitively demanding, context-reduced).
Brainstorm how that same topic could be taught within the bottom left quadrant (cognitively demanding, context-embedded).