Integrated+View+of+SLA


 * An Integrated View of Second Language Acquisition**

//Perceive// is the root word of //apperception//. To perceive something is to become aware of something. In this stage of second language acquisition, the learner is becoming aware of new concepts in L2 (perceive, 2010). || **Approaches:** The Five Hypotheses associated with the Natural Approach developed by Krashen seem to be very appropriate for this stage in second language acquisition. More specifically, the fourth hypothesis - the Input Hypothesis - seems very fitting. My rationale for linking this approach to this specific stage is grounded in the thinking that the Input Hypothesis recommends that learners are exposed to input that is increasingly more difficult. This causes the students to become aware of - or perceive - more and more concepts in L2 (Romeo, n.d.). || **Materials and Resources Needed:** >
 * **Stage 1:**
 * Apperceived Input**
 * Explanation:**
 * The instructor will need to identify the learner’s level of proficiency. Because of that, diagnostic tests will be needed for this stage in SLA.
 * The instructor will need a bank of words to introduce to the learner. My suggestion is [|Marzano’s Academic Vocabulary] as a starting point for any educator in Tennessee. ||

As educators, we have heard many times to strive for high levels of Bloom’s Taxonomy. Why? In my opinion, that is due to how little the knowledge and comprehension levels offer to student learning. Comprehended input is similar to the comprehension stage of Bloom’s Taxonomy. The learner is one step above the knowledge (or apperception) of the concept; however, he/she does not have a solid foundation yet (Big Dog & Little Dog's Performance Juxtaposition, 1999). || **Approaches:** The Processing Approach and the Lexical Approach seem very fitting for this stage in second language acquisition (Moudraia, 2001). This stage in second language acquisition is based on taking information and processing it into something beyond basic perception. The learner is not only become aware of the information, but he/she is comprehending it (Glass, 2008). || **Materials and Resources Needed:**
 * **Stage 2: Comprehended Input**
 * Explanation:**
 * In this stage, the instructor is focused on turning perception into comprehension. Making connections is important in this process. Tools that will create connections are important - word quilts, word maps, word pictures, etc.
 * Reading Rockets -[|Word Maps] ||

By way of the apperception and comprehended input stages, the learner is given the opportunity to take input and convert that input into intake. When intake occurs, connections to prior knowledge is made, and the learner can internalize and integrate that information into meaningful components of his/her L2 lexicon (Glass, 2008). || **Approaches:** The idea of Negotiation is important to this stage of second language acquisition. Additionally, the Connectionist or Constructivist Approach is equally linked to this stage in second language acquisition.
 * **Stage 3: Comprehended Integration**

In Negotiation, the learner is accepting or rejecting an idea about communicating in L2. With the Connectionist or Constructivist Approach, the learner is connecting knowledge and information. This idea of making connections is paralleled to that of creating connections to prior knowledge (Glass, 2008). || **Materials and Resources Needed:** These types of connections are the forefront of any reading course in primary grades, middle schools, high schools, and even college literature studies.
 * Explanation:**
 * In this stage, the instructor will want to strive to facilitate connections with the learners. Possible connections can be:
 * Text-to-Text
 * Text-to-Self
 * Text-to-World

Additionally, connections can be made with words. When a word is used for a different meaning, the instructor can illustrate this in meaningful, teachable moment. ||

Output is the focus of second language acquisition. Output is meaningful, understandable spoken and written communication in L2 by the ESL student. Output, however, can be used by the ESL student to //test hypothesis// in order to receive feedback and negotiate meaning in L2. Additionally, the ESL student if forced to construct syntactic meaning in L2 through the course of creating output (Glass, 2008). || **Approaches:** So many approaches are linked to output. The following are a few examples of approaches directly linked with creating and facilitating output: > **Explanation:** The approaches listed above put focus on socializing, processing syntactic information, and interaction in L2. It is important to place emphasis on interaction during this stage in second language acquisition because it is through interaction that hypotheses are confirmed or rejected. Additionally, it is through interaction that syntactic concepts can be developed (Glass, 2008). || **Materials and Resources Needed:** For the output stage of second language acquisition, the learner needs experience creating meaningful communication in L2. This can be caused by a number of strategies. The following strategies are found in the text //Language Arts Activities for Children// by Donna and Salindra Norton:
 * **Stage 4: Output**
 * Social Interactionist Approach
 * Processing Approach
 * Interactionist Approach
 * Poetry Performances
 * Storytelling
 * Problem Solving Through Role-Playing (crosscurriculur)
 * Interviewing
 * Songs
 * Debates
 * Dramatizing ||

that is open and accepting of the ESL student is optimum. This promotes learning through an intentionally inviting atmosphere. **Personality Traits and Learning Styles -** Utilizing personality traits and learning styles is an excellent idea for the effective teacher. Students learn and think differently. By using these unique attitudes and aptitudes, the teacher facilitates second language acquisition. through the realization of differences in environment. Culture shock occurs when the culture challenges cultural norms in the learner. Language shock occurs when the student is unable to communicate. The frustration resulting from the communication barrier is termed language shock. || **Approaches for Beginners / Limited English Proficiency** **Approaches for Moderate English Proficiency** > **Approaches for High School**
 * **Suggestions and Tips for Teachers**
 * Classroom Climate -** Creating a classroom climate
 * Shock -** Culture and language shock happens
 * Lexical Approach
 * The Natural Approach
 * Processing Approach
 * Teaching Strategies: diagnostic tests, dramatizing activities, songs, storytelling, word study
 * Social Interactionist Approach
 * Processing Approach
 * Interactionist Approach
 * Teaching Strategies: poetry performances, story telling, songs, debate
 * Approaches for Younger ESL Student**
 * Connectionist/Constructivist Approach
 * Processing Approach
 * Teaching Strategies: diagnostic tests, songs, storytelling, word quilts
 * Approaches for Middle School**
 * Social Interactionist Approach
 * Processing Approach
 * Interactionist Approach
 * Connectionist/Constructivist Approach
 * Processing Approach
 * Teaching Strategies: debates, storytelling, choral reading, book talks
 * Social Interactionist Approach
 * Processing Approach
 * Interactionist Approach
 * Connectionist/Constructivist Approach
 * Teaching Strategies: debates, poetry performances, book reports || **Materials and Resources Needed:**
 * Text on reading level for student
 * Text on listening level for student
 * Text beyond reading level for student
 * Songs
 * Diagnostic tests
 * Poetry
 * Writing prompts for storytelling activities
 * List of words - Marzano’s Academic Vocabulary is a starting point.
 * Debate topics ||

Big Dog & Little Dog's Performance Juxtaposition. (1999). //Bloom’s Taxonomy of Learning Domains//. Retrieved from: http://www.nwlink.com/~donclark/hrd/ bloom.html
 * References **

Gass, S. M. (2008). //Second Language Acquisition: An Introductory Course//. New York: Routledge.

Marzano, R. J., & Pickering, D. J. (2005). //Building Academic Vocabulary: Teacher's Manual//. Alexandria, VA: Association For Supervision & Curriculum Deve.

Moudraia, O. (2001). //Lexical Approach to Second Language Teaching//. Retrieved from: http://www.cal.org/resources/digest/0102lexical.html

Norton, D. E., & Norton, S. E. (2002). L//anguage Arts Activities for Children//. Alexandria, VA: Prentice Hall. perceive. (2010). //In Merriam-Webster Online Dictionary//. Retrieved from http://www.merriam-webster.com/dictionary/perceive

Romeo, K. (n.d.). //Krashen and Terrell's Natural Approach//. Retrieved from: http://stanford.edu/~kenro/LAU/ICLangLit/NaturalApproach.htm#Acquisition- Learning

Reading Rockets. (2010.) //Word Maps//. Retrieved from: http://www.readingrockets.org/strategies/word_maps

The following is a printable version of the above information:

Mr. Hooper 1234 Exciting ESL Way Jackson, TN 38301 (731) 123-4567 mrhooper@bis.edu