Questions requiring more than a sentence response Advanced Fluency The student has a near-native level of speech.
Questions requiring more than a sentence response Advanced Fluency The student has a near-native level of speech. You also want to begin asking students at this stage questions that require a phrase or short sentence. Speech The process of language acquisition children students should be asked to answer questions that require a short-sentence response.
It is OK to sometimes ask these students questions requiring a multiple-sentence response, but it is not OK to ask them questions requiring a pointing or one-word response. How about Intermediate and Advanced Fluency students?
It is OK to ask them questions that require a lot of verbal output, but it is not OK to ask them questions requiring minimal verbal output. You can use tiered questions to include all ELLs in whole-class activities or one on one to check comprehension or content learning.
To accomplish this, you will need to know each student's stage of language acquisition. Classroom Example To improve her ability to ask tiered questions, a 1st grade teacher asks the school ESL teacher to demonstrate the strategy in her class during a discussion of The Three Little Pigs.
For each stage of second language acquisition, the ESL teacher asks the following types of tiered questions: Ask questions that students can answer by pointing at pictures in the book "Show me the wolf," "Where is the house?
Ask questions that students can answer with one or two words "Did the brick house fall down? Ask "why" and "how" questions that students can answer with short sentences "Explain why the third pig built his house out of bricks. Ask "What would happen if …" and "Why do you think …" questions "What would happen if the pigs outsmarted the wolf?
Ask students to retell the story, including main plot elements but leaving out unnecessary details. After reading the lesson, match the sample student responses at the end to their respective stages of second language acquisition.
You may be asked to share your responses with the larger group. Levels of Bloom's Taxonomy The Ramirez study of bilingual educational programs Ramirez, found that in all the language programs studied including immersion and early- and late-exit transitional programsteachers tended to ask low-level questions.
In fact, in more than half of their interactions, students did not produce any oral language; when they did, they engaged in simple recall. You may ask yourself, "How can I possibly ask a Preproduction or Early Production student a high-level question if the most that student can do is point or give a one-word response?
We can't have ELLs stuck at the lowest levels of thinking. For some reason, many people think that students in the initial stages of acquisition can only answer low-level questions and that those in the advanced stages are more likely to answer high-level questions. However, this is not the case.
English language learners at all stages of acquisition should be asked questions at all levels of thinking. We don't want them to get stuck at a knowledge level only.
We want to challenge their thinking and speaking abilities. Bring out one premade game board and set of cards for each table or small group see Appendix 9. The students have already acquired and integrated plant knowledge and are now ready to practice, review, and apply what they've learned.
How would you engage students across all stages of second language acquisition at all levels of thinking? Place the activity cards on the most suitable space on the game board. No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.
Requesting Permission For photocopy, electronic and online access, and republication requests, go to the Copyright Clearance Center. Enter the book title within the "Get Permission" search field. To translate this book, contact permissions ascd.
Learn more about our permissions policy and submit your request online.Researchers have long debated the answers to these questions, but there is one thing they agree on: language acquisition is a complex process.
Most researchers agree that children acquire language through interplay of biology and environmental factors. Studies of language acquisition are an important part of infant psychology that shed light on how our minds process language even as adults.
We'll go over some debates in the field of language. All children, no matter which language their parents speak, learn a language in the same way. Basic Stages of Language Learning There are three basic stages in which children develop their language . The stages of language acquisition progress from babbling to one-word, to two-word speech in children.
From there, children quickly begin using complete sentences, often by the age of two. Learning the complex aspects of language continues into the adult years. Language acquisition by deaf children parallels the development of any children acquiring spoken language as long as there is full access to language from birth.
Engages ELLs at all stages of language acquisition in higher-level thinking activities. [Facilitator:Show Slide ] The Five Stages of Second Language Acquisition.
Anyone who has been around children who are learning to talk knows that the process happens in stages—first understanding, then one-word utterances, then two-word phrases, and so on.