Integrated+View+of+SLA

=**//Integrated View of Second Language Acquisition: //**=

This page addresses an integration of the different approaches to second language acquisition. Below you will see a graphic organizer that addresses the stages of acquisition, the approaches that I feel suit each stage and resources and materials that may be helpful to each stage and approach.

**An Integrated View of Second Language Acquisition  **
      ||        || <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> || <span style="font-family: "Calibri","sans-serif";"> || <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> || <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> || <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> || <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";">The Natural Approach <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";">The Natural Approach and Social Interactionist Approach <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";">The Natural Approach and Social Interactionist Approach <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";">The Natural Approach and Social Interactionist Approach <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> || <span style="font-family: "Calibri","sans-serif";">Books, Magazines, Group Activities, Videos, Movies, Music, Computers, Graphic Organizers, Signs, Posters, Individual Activities
 * <span style="font-family: "Calibri","sans-serif";">Stage 1: **
 * <span style="font-family: "Calibri","sans-serif";">Apperceived Input **
 * <span style="font-family: "Calibri","sans-serif";">Apperceived Input **
 * <span style="font-family: "Calibri","sans-serif";">Approaches: **<span style="font-family: "Calibri","sans-serif";">The Natural Approach goes along with this stage.
 * <span style="font-family: "Calibri","sans-serif";">Explanation: **<span style="font-family: "Calibri","sans-serif";"> ELL students are exposed to a large amount of information in L2. “Apperceived input characterizes the awareness of new L2 information that is not yet part of the learner's L2 repertoire” (Gass, 1997). Awareness of the new information is being built. This is called the silent period in Krashen’s Natural Approach. During the silent period students are taking in all the new information. Also, the teacher’s role here is to “present information in a comprehensible manner. The comprehensible input must be presented in L2” (Module 5 Lecture Notes). ||
 * <span style="font-family: "Calibri","sans-serif";">Materials and Resources Needed: **<span style="font-family: "Calibri","sans-serif";">For this stage and approach the teacher needs to have as much visual and audio input as possible. The teacher must do the most talking and should show videos and pictures to go along with the information. A teacher might show sections of movies that have more simple dialogue and ask students to think about what is going on in the scenes. The teacher may even ask the students to explain what is going on in their own language. Disney and Pixar movies would work well because the dialogue is fairly simple and straight forward. A good resource for choosing movies and finding appropriate discussion questions would be at the following website: <span style="font-family: "Calibri","sans-serif";">[] <span style="font-family: "Calibri","sans-serif";">. Another good resource for ESL videos and podcasts would be the following website: <span style="font-family: "Calibri","sans-serif";">[] <span style="font-family: "Calibri","sans-serif";">. ||
 * <span style="font-family: "Calibri","sans-serif";">Stage 2: Comprehended Input **
 * <span style="font-family: "Calibri","sans-serif";">Stage 2: Comprehended Input **
 * <span style="font-family: "Calibri","sans-serif";">Approaches: **<span style="font-family: "Calibri","sans-serif";"> Both the Functional Approach and the Processing Approach go along with this stage. The Social Interactionist Approach goes with this stage as well.
 * <span style="font-family: "Calibri","sans-serif";">Explanation: **<span style="font-family: "Calibri","sans-serif";">In this stage the student is still building awareness of the new information and is encouraged “to analyze that information” (Module 8 Lecture Notes). “Psycholinguistic processing occurs at this stage where new information may be matched against existing stored knowledge” (Gass, 1997). “The goal of a functional approach to second language acquisition is communicative competence. **<span style="font-family: "Calibri","sans-serif";">Communicative competence **<span style="font-family: "Calibri","sans-serif";">enables a second language learner to select specific language as needed to communicate effectively in different situations” (Module 4 Lecture Notes). So, the student must analyze the information they are receiving and decide how to respond. “A processing approach to second language acquisition is concerned with processing mechanisms within the human brain that deal with second language acquisition and learning” (Module 5 Lecture Notes). In this stage the student must process the information then analyze it. Finally, social interaction is very important in this stage.
 * <span style="font-family: "Calibri","sans-serif";">Materials and Resources Needed: **<span style="font-family: "Calibri","sans-serif";">For this stage it is important that the students are given the opportunity to do group work and possibly use graphic organizers. They need structure to the activities that they participate in because we do not want them to become overwhelmed. A teacher may incorporate the native language of each of the students as well. Bilingual activities or quizzes may be helpful here. A good resource for activities and bilingual quizzes would be the following website: <span style="font-family: "Calibri","sans-serif";">[] <span style="font-family: "Calibri","sans-serif";">.
 * <span style="font-family: "Calibri","sans-serif";">Stage 3: Comprehended Integration **
 * <span style="font-family: "Calibri","sans-serif";">Stage 3: Comprehended Integration **
 * <span style="font-family: "Calibri","sans-serif";">Approaches: **<span style="font-family: "Calibri","sans-serif";">The Processing Approach and the Natural Approach. The Social Interactionist Approach goes with this stage as well.
 * <span style="font-family: "Calibri","sans-serif";">Explanation: **<span style="font-family: "Calibri","sans-serif";">“Some believe psycholinguistic processing occurs as new input is connected to existing or prior knowledge. Once the connection is made, the L2 information may be stored and used later” (Module 8 Lecture Notes). “There are four possibilities for dealing with input, although integration is not guaranteed” (Ch. 14 PPT). The input may be confirmed or rejected, may appear to be useless (apparent nonuse), may be stored or may be rendered useless (nonuse) (Module 6 Lecture Notes). The student is processing the information and it is either rejected, stored for later use or not used at all. Also, the learner must “take an active role in learning” and the comprehensible input must be one step above the students proficiency (i+1) (Module 5 Lecture Notes). Group work and social interaction are very important in this stage as well.
 * <span style="font-family: "Calibri","sans-serif";">Materials and Resources Needed: **<span style="font-family: "Calibri","sans-serif";">The teacher must plan activities that require the students to be active and social, and connect the information to real life and real social situations. Also, the input must be gradually progressing in level of difficulty. Two good web resources for activities and lesson plans would be: <span style="font-family: "Calibri","sans-serif";">[] <span style="font-family: "Calibri","sans-serif";"> and <span style="font-family: "Calibri","sans-serif";">[] <span style="font-family: "Calibri","sans-serif";">. A good web resource for reading material of different levels of difficulty and reading material that are adaptations of classics they will read in the future is: http://www.eslreading.org/ ||
 * <span style="font-family: "Calibri","sans-serif";">Stage 4: Output **
 * <span style="font-family: "Calibri","sans-serif";">Stage 4: Output **
 * <span style="font-family: "Calibri","sans-serif";">Approaches: **<span style="font-family: "Calibri","sans-serif";">This stage goes with the Natural Approach.
 * <span style="font-family: "Calibri","sans-serif";">Explanation: “ **<span style="font-family: "Calibri","sans-serif";">Output involves all aspects of second language acquisition along with the ability to produce appropriate language for a variety of purposes including academic purposes, personal interactions, and general communications” (Module 8 Lecture Notes). Output “ is the learner's overt manifestation of L2 knowledge, and may be influenced by factors such as confidence and strength of knowledge representation” (Gass 1997). So, the teacher must make sure the classroom environment promotes a feeling of being safe and self-confidence. Also, “Comprehensible output is necessary for testing hypotheses. Output forces a syntactic rather than semantic-only analysis of language. Output completes the feedback loop to comprehended input. Output does not necessarily mirror the L2 grammar” (Ch. 14 PPT). <span style="font-family: "Calibri","sans-serif";"> ||
 * <span style="font-family: "Calibri","sans-serif";">No Materials or Resources Possible ** ||
 * <span style="font-family: "Calibri","sans-serif";">Suggestions and Tips for Teachers ** ||
 * <span style="font-family: "Calibri","sans-serif";">Approaches for Beginners / Limited English Proficiency **<span style="font-family: "Calibri","sans-serif";">The Natural Approach
 * <span style="font-family: "Calibri","sans-serif";">Approaches for Beginners / Limited English Proficiency **<span style="font-family: "Calibri","sans-serif";">The Natural Approach
 * <span style="font-family: "Calibri","sans-serif";">Approaches for Moderate English Proficiency **
 * <span style="font-family: "Calibri","sans-serif";">Approaches for Younger ESL Student **
 * <span style="font-family: "Calibri","sans-serif";">Approaches for Middle School **
 * <span style="font-family: "Calibri","sans-serif";">Approaches for High School **
 * <span style="font-family: "Calibri","sans-serif";">Materials and Resources Needed: **

<span style="font-family: "Calibri","sans-serif";">The following are some resources for learning about the Interactionist Approach: <span style="font-family: "Calibri","sans-serif";"> · <span style="font-family: "Calibri","sans-serif";">[|http://fredshannon.blogspot.com/2005/] <span style="font-family: "Calibri","sans-serif";">[|11/interactionist-theory-in-second.html] <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";">The following is a resource to learn more about the Natural Approach and Strategies for incorporating it into the classroom: · <span style="font-family: "Calibri","sans-serif";">[|http://www.saskschools.ca/curr_content/] <span style="font-family: "Calibri","sans-serif";">[|hutt/esl/natapp.htm] <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";">The following is a web resource for lesson plans and activities for ELL students at different levels of proficiency: · [] English_Lesson_Plans_for_ESL_EFL_Classes.htm || <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> · <span style="font-family: "Calibri","sans-serif";">Ch. 14. PPT. (n.d.). //An Integrated View of SLA Power Point.// Retrieved from [|www.clas.ufl.edu/users/glord/SLA.../ppt/Gass&Selinker_Ch14.ppt].<span style="font-family: "Calibri","sans-serif"; font-style: normal;"> <span style="font-family: "Calibri","sans-serif"; font-style: normal;"> · <span style="font-family: "Calibri","sans-serif";">Gass, S. M. (1997). //Input, Interaction, and the Second Language Learner.// Retrieved from TESL-EJ: http://tesl- ej.org/ej09/r14.html .<span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> · Shannon, F. (2005). //Interactionist Theory in Second Language Acquisition, Part I.// Retrieved from: [].<span style="font-family: "Calibri","sans-serif";"> <span style="font-family: "Calibri","sans-serif";"> · <span style="font-family: "Calibri","sans-serif";">Bowen, T. (n.d.). //Teaching Approaches: Functional Approaches in EFL/ESL//. Retrieved from OneStopEnglish: <span style="font-family: "Calibri","sans-serif";">[] <span style="font-family: "Calibri","sans-serif";">.
 * <span style="font-family: "Calibri","sans-serif";">RESOURCES: **

Ms. Cristina Hudgins cmh3j.mtsu@gmail.com

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