Integrated+View+of+SLA



An Integrated View of Second Language Acquisition

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 * ** Stage 1: **
 * Apperceived Input ** || ** Approaches: ** Lexical Approach (Moudraia, 2001)

Focus on the pictures, what do they see? Try to elicit answers Read the text Ask students to identify verbs and/or phrases that relate to the lexical topic of focus and write them down Compare their findings as a group or with a partner Read the story again to check answers and find more Matching exercise with new phrases, check answers Read the text again, and continue to work on the lexical terms of focus (TE Editor, 2010). This type of lesson not only focuses intensely on reading and writing, but also on any given topic. The teacher decides what lexical vocabulary to focus on and gives the students reading, listening and writing activities to expose students to and help them interact with new vocabulary; they are building an awareness of the new vocabulary. || ** Materials and Resources Needed: ** Pictures from story Short story text Matching worksheet Pens, pencils || Task-Based lessons focus on the completion of the task at hand as well as learning of new material.Task-Based learning helps students move beyond recognition of new language into analyzing the language by allowing students to list, categorize and sort different terms. The students build on their awareness of words and categorize them. || ** Materials and Resources Needed: ** Read-Aloud book or set of leveled readers Double-Bubble or Venn Diagram Pens or pencils || The Language Experience Approach allows students to read a story and connect it with the prior knowledge they have, and further elicits production of new material that can be connected to the prior knowledge they already have. Students are heavily exposed to reading, writing and listening all at once. || ** Materials and Resources Needed: ** Read-Aloud story book or set of leveled readers Large strips of paper Markers ||
 * Explanation: ** Using intensive and extensive reading and listening activities students will build lexical knowledge of L2. Teacher highlights specific parts of a text (Read-Aloud, Shared Reading, etc.) for students to implicitly focus on.
 * ** Stage 2:Comprehended Input ** || ** Approaches: ** Task-Based Learning – Listing, and Ordering and Sorting Characteristics, Comparisons of characters.
 * Explanation: ** Students will listen during a Read-Aloud or follow along to a shared-reading. Students will brainstorm and list characteristics of different characters in the story. Students will make a comparison map (Double-Bubble Thinking Map or Venn Diagram) to compare the main characters of a story.
 * ** Stage 3: Comprehended Integration ** || ** Approaches: ** Language Experience Approach (Literacy Connections, 2010)
 * Explanation: ** After reading a story students will analyze what they have read and re-tell the story in their own words. The students will work as a small reading group to come up with new sentences to write on the paper strips and hang up in class to read together, students will also illustrate the story.
 * ** Stage 4:Output ** || ** Approaches: ** Interactionist and Task-Based

An Interactionist approach can be taken with students who are at the Output stage of L2 acquisition. Students should be interacting as much as possible with peers using task-based activities. Through these activities students can produce the appropriate language for the purpose of the activity || ** Materials and Resources Needed: ** Task-Based lesson plans available at: [] Content Area Texts || Lexical Approach Task-Based Approach Comprehensive Literacy Typological Approach Oral Language Development Comprehensive Literacy Interactionist Approach Functional Approach Thinking Maps Language Experience Approach Lexical Approach Oral Language Development Functional Approach Interactionist Approach Functional Approach Interactionist Approach Typological Appraoch || ** Materials and Resources Needed: ** [] [] [|http://www.literacyconnections.com] /intheirownwords.php Content Area Texts Read-Aloud books Shared-Reading Leveled Readers ||
 * Explanation: ** Task-Based problem solving and personal experience lessons should be used at this level.Students can write interview questions, conduct interviews and summarize information, while researching different topics and developing lexical knowledge of specific topics.
 * ** Suggestions and Tips for Teachers ** || ** Approaches for Beginners / Limited English Proficiency **
 * Approaches for Moderate English Proficiency **
 * Approaches for Younger ESL Student **
 * Approaches for Middle School **
 * Approaches for High School **

Sources Literacy Connections.(2010).//In Their Own Words.The Language Experience Approach: A Method to Reach Reluctant or Struggling Readers.//Retrieved from:[] Mourdaia, O.(2001). Lexical Approach to Second Language Teaching. //CAL Digest, June 2001, EDO-FL-01-02.//Retrieved from:[] TE Editor.(2010).//Vocabulary Lesson: Money.// Retrieved from:[] Thinking Maps Inc.(2010).//Thinking Maps Visual Tools that get Results.//Retrieved from:[]

Active Links to the information above: Task-Based and Lexical Approach Lesson Plans: [|**Teach English UK**] Thinking Maps: [|Thinking Maps] Language Experience Approach: [|**Language Experience Approach**]

Please click on the link for a printable version of this graphic organizer:

Jennifer Lassen McMurray Middle School jennifer.ireland@mnps.org