2+Integrated+Views+of+SLA

** Integrated View of SLA ** **The organizer below list the 4 stages of the intgrated view of SLA and what approached fall into each stage. Resources and tips for given for teachers.** Having an awareness of new information from L2 || **Approaches:** 1- Natural Approach: the silent period 2- The Innatism Theory 1- Students coming into kindergarten without English will be observing the new language and environment. They will be in this silent period because they do not know the language. 2- The students will be in the first stages of the innate theory soaking up the new information. They will learn very quickly because they are so young. || **Materials and Resources Needed:** - Visuals of vocabulary and concepts in sight for learners - Books and text using simplified language - Letter and numbers hung up on walls. - Pictures for corresponding words. - Hands-on activites and manipulatives || Analyzing new information of L2 || **Approaches:** 1- Natural Approach: the silent period 2- Natural Approach: Affective Filter Hypothesis 3- Comprehensible Input 1- Stage 2 is still in the silent period because they are just beginning to process the information; they have not yet produced speech. 2- In order to begin to understand L2, the learner needs to have a positive mind set and a positive environment to progress to stage 3. 3- Learners need information that is on their level to begin to process and make connections. || **Materials and Resources Needed:** - Learning Centers that adapt to each learning style - Use music. - Spiral Reviews || L2 is being processed and connected to previous knowledge || **Approaches:** 1- Natural Approach: Comprehensible Input 2- Input Processing Theory 1- Connections are being made in this stage. Input needs to be just beyond the level the learner so they can continue to develop their L2. 2- Input is being organized into a system by the learner. Connections are being made and language is being to be produced. || **Materials and Resources Needed:** - Centers meeting all learning styles. - Books, and comprehensible input that are just above students’ level. || Producing appropriate language || **Approaches:** 1- Social Interactionist Approach 2- Functional Approach 3- Comprehensible Output 1- Students are using their knowledge to speak. Their language will progress the more they interact and use their knowledge. 2- The functional approach focuses on communication. Language is acquired by exposure, use, and engaging in interaction. Students will learn more of a second language if they practice speaking. 3- Students will reword and try to fix errors to make their message comprehensible to their listener. || **Materials and Resources Needed:** - Activities that allow interaction (group projects) - Books (for questioning comprehension and detail) || Teachers can use interesting topics that learners can relate to to motivate students. Also, a positive environment must be present for learners to actively learn. || **Approaches for Beginners / Limited English Proficiency** - The Natural Approach
 * **Stage 1:**
 * Apperceived Input:**
 * Explanation:**
 * **Stage 2: Comprehended Input:**
 * Explanation:**
 * **Stage 3: Comprehended Integration:**
 * Explanation:**
 * **Stage 4: Output:**
 * Explanation:**
 * **Suggestions and Tips for Teachers**

- Input Processing Theory - Functional Approach
 * Approaches for Moderate English Proficiency**

- Innatism Approach - Functional Approach - Natural Approach
 * Approaches for Younger ESL Student**

- Social Interactionist Approach - Functional Approach - Natural Approach
 * Approaches for Middle School**

- Social Interactionist Approach - Functional Approach - Natural Approach || **Materials and Resources Needed:** - For beginners, provide pictures and visuals.
 * Approaches for High School**

- For moderate English speakers, provide explanations and comprehensible input.

- Young ESL students- picture books, manipulative, picture dictionaries, print around room, and spiral reviews.

- Middle and High School- simplified versions of text and content, peer tutoring, cooperative groups, motivating topics, games that can be educational, and bilingual dictionaries. - For any level- use prior knowledge the student may have and provide supplemental reading material. || **References:** Andrews, H. (2005). Tips for teaching ESL beginners andpre-literate adults. //The Internet TESLJournal.// Retrieved from @http://iteslj.org/Techniques/Andrews-Beginners.html Lawrence, M. (2009). Tips for teaching middle and highschool ELL’s. Retrieved from @http://www.colorincolorado.org/article/34712 Pellino, K. (2010). Effective strategies for teachingEnglish language learners. Retrieved from @http://www.teach-nology.com/tutorials/teaching/esl/ Sasson, D. (2007). 6 tips for teaching lower level junior highschool ESL students. //The Internet TESLJournal.// Retrieved from @http://iteslj.org/Techniques/Sasson-LowerLevelJHS.html Jennifer Lloyd Una Elementary jennifer.lloyd@mnps.org **﻿** **﻿**
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