My+Integrated+View

 Integrated View of Second Language Acquisition  Here I have created a graphic organizer that lays out my personal ideas of an integrated view of second language acquisition. You will find the stages of language acquisition paired with appropriate approaches as well as some useful lists of materials.I have also provided extra tips and links to resources that may be helpful in planning lessons for all different aged English language learners.


 * **Stage 1: **
 * Apperceived Input- **
 * Second language learners are thrown into a large amount of new information in their L2. Apperceived Input is the realization of that all this new information exists and learner needs to know it. ** || **Approaches: The Lexical Approach **


 * Explanation: **
 * This approach focuses on learning language in “chunks.” At this stage the learner has just begun to be introduced into the L2. This approach is appropriate because it teaches beginners the common words or phrases needed to survive in a fully immersed L2 environment. Read books to the class that have common phrases or”chunk” words in them. Use vocabulary/index cards to label items in the room. Show students popular movies that have been translated into the L2 so they can identify some of the words they already know. ** || **Materials and Resources Needed: **


 * Vocabulary cards **


 * Books **


 * Movies ** ||
 * **Stage 2: Comprehended Input- **
 * This is when the learner has recognized that there is new information and begins to explore with and analyze the new language. ** || **Approaches: The Natural Approach **


 * Explanation: **
 * <span style="font-family: 'Calibri','sans-serif';">One of the main principles of this approach identifies that comprehension proceeds production. This is the appropriate approach for this stage because the learner is just beginning to analyze the new language. The Natural Approach encourages teachers to use L2 during instruction and allow learners to produce the language slowly as they become comfortable. The teacher’s job is to have the student’s using the language in a comfortable setting. Put students into small groups and give each group a picture card, then see what discussions, words, phrases, sentences they can generate about the picture. Have a student word wall in the classroom where students can post new words they come across. ** || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: **


 * <span style="font-family: 'Calibri','sans-serif';">Word wall **


 * <span style="font-family: 'Calibri','sans-serif';">Picture cards ** ||
 * **<span style="font-family: 'Calibri','sans-serif';">Stage 3: Comprehended Integration- **
 * <span style="font-family: 'Calibri','sans-serif';">As the learner analyzes the new information they begin to assimilate or adapt to it. Connections are made between the new language and prior leaning. ** || **<span style="font-family: 'Calibri','sans-serif';">Approaches: Social Interactionist and Functional Approach **


 * <span style="font-family: 'Calibri','sans-serif';">Explanation: **
 * <span style="font-family: 'Calibri','sans-serif';">Now that the learner is beginning to adapt and assimilate to the L2, the Social Interactionist Approach and Functional Approach both focus on giving the learner opportunities to practice the language. Students should be encouraged to interact with their environment and community on a regular basis. Assign students questions to ask people at the grocery store, school, and church. Have them write their responses in a notebook. Or, ask students to tape social interactions and conversations. ** || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: **


 * <span style="font-family: 'Calibri','sans-serif';">Tape recorders **


 * <span style="font-family: 'Calibri','sans-serif';">Notebooks **


 * <span style="font-family: 'Calibri','sans-serif';">Pencils ** ||
 * **<span style="font-family: 'Calibri','sans-serif';">Stage 4: Output- **
 * <span style="font-family: 'Calibri','sans-serif';">This is the final step in the language acquisition process. The learner is able to produce L2 in all life settings: academics, communication, and personal interaction. ** || **<span style="font-family: 'Calibri','sans-serif';">Approaches: Typological Approach **


 * <span style="font-family: 'Calibri','sans-serif';">Explanation: **
 * <span style="font-family: 'Calibri','sans-serif';">Now that the learner has a functional use of the language, they can focus on the grammatical aspects of the L2. The Typological Approach requires the student to break down and examine the different parts of a language. It also encourages them to identify the universals of languages; such as semantics, phonics, and syntax. By now focusing on the grammar, and structure of the L2 the learner can advance in the academic world as well as the social. ** || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: **


 * <span style="font-family: 'Calibri','sans-serif';">Grammar and phonics worksheets **
 * <span style="font-family: 'Calibri','sans-serif';">[] ** ||
 * **<span style="font-family: 'Calibri','sans-serif';">Suggestions and Tips for Teachers **


 * <span style="font-family: 'Calibri','sans-serif';">A smile is international. **


 * <span style="font-family: 'Calibri','sans-serif';">Learn as much as you can about the countries represented in your class. **


 * <span style="font-family: 'Calibri','sans-serif';">Speaking louder does not aid in comprehension. **


 * <span style="font-family: 'Calibri','sans-serif';">Be as visual as possible. **


 * <span style="font-family: 'Calibri','sans-serif';">Assign a "buddy" to your ESL student. **

<span style="font-family: 'Calibri','sans-serif';">Lexical Approach Task-Based Approach Natural Approach Functional Approach
 * <span style="font-family: 'Calibri','sans-serif';">Position yourself so that the ESL student can see your face when you are speaking. ** || **<span style="font-family: 'Calibri','sans-serif';">Approaches for Beginners / Limited English Proficiency **


 * <span style="font-family: 'Calibri','sans-serif';">Approaches for Moderate English Proficiency **
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">Interactionist Approach **
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">Typological Approach **
 * <span style="font-family: 'Calibri','sans-serif'; font-weight: normal;">Natural Approach **

<span style="font-family: 'Calibri','sans-serif';">Lexical Approach Content-Based Approach
 * <span style="font-family: 'Calibri','sans-serif';">Approaches for Younger ESL Student **

<span style="color: black; font-family: 'Calibri','sans-serif';">Functional Approach Interactionist Approach
 * <span style="font-family: 'Calibri','sans-serif';">Approaches for Middle School **


 * <span style="font-family: 'Calibri','sans-serif';">Approaches for High School **


 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-weight: normal;">Combined Functional and Typological approaches **
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-weight: normal;">Natural Approach ** || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: **


 * <span style="font-family: 'Calibri','sans-serif';">ESL lesson plans for beginners: **<span style="font-family: 'Calibri','sans-serif';"> **[]**


 * <span style="font-family: 'Calibri','sans-serif';">Middle school ESL resources: **<span style="font-family: 'Calibri','sans-serif';"> **[]**


 * <span style="font-family: 'Calibri','sans-serif';">ESL lesson plans for adults: [] ** ||

References: Andrews, H., //Tips for teaching beginners and pre-literate ELLs.// Retrieved from [] Heining-Boynton, A. //Keys to success for English language learners//. Retrieved from [] Krashen, S. (2004). Applying the Comprehension Hypothesis: Some Suggestions. Retrieved from [] Terrell, T. (1986). Acquisition in the Natural Approach: The Binding/Access Framework. //Modern Language Journal//, //70//(3), 213-227. doi:10.2307/326936.

Anna Costa Graduate Assistant Middle Tennessee State University Certified Pre-K teacher, working on ESL endorsement aec2y@mtmail.mtsu.edu