Language Domains and Proficiency Levels

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Language Domains and Proficiency Levels ED 498

+Overview

  Language Domains

  Stages of Language Proficiency

  Cummins   Continuum of language

  4 Quadrants: Language and Cognitive Load

+A bit of humor before we examine language proficiency…Steve Martin

Remember: Accents and pronunciation are surface level features of language.

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Language Domains

+Language domains

 4 domains of language:  Listening, Speaking, Reading, & Writing (L, S, R, W)  Receptive domains: Listening & Reading  Productive domains: Speaking & Writing

 In your opinion/experience, which domains are acquired most easily for ELLs?

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+Language domains are interrelated

 Although the term “domains” implies that listening, speaking, reading, and writing are separate, the four domains overlap and are interrelated.

 Development in the four domains is not always unidirectional.

 What are the implications for our instruction?

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Stages of Second Language Acquisition

+A Continuum of Language Development

 Students’ L2 development occurs along a continuum.

 There are predictable (in general) and sequential stages of language development ranging from no knowledge of the L2 to near native-like competency in the L2.

 Why is it important for teachers to be familiar with the stages of second language development?

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+Overview of Stages of L2 Acquisition

 Stage I: Silent/Receptive or Pre-production

 Stage II: Early Production

 Stage III: Speech Emergence

 Stage IV: Intermediate Language Proficiency

 Stage V: Advanced Language Proficiency

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+Stage I: The Silent/Receptive or Preproduction Stage  Can last up to six months

 “Silent period" during which students may not speak, and L2 may be incomprehensible

 High levels of anxiety

 Can understand more than they can express

 Can understand new words that are made comprehensible to them

 May be inattentive

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+Stage II: The Early Production Stage

 Can last an additional six months to 1 year after the preproduction stage

 Develop close to 1,000 receptive/active words

 Students can usually speak in one- or two-word phrases, and can demonstrate comprehension of new material by giving short answers to simple yes/no, either/or, or who/what/where questions.

 Recognizes connections with L1

 Reads phonetically according to L1

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+Stage III: The Speech Emergence Stage

 Can last up to a year

 Students usually have developed approximately 3,000 words and can use short phrases and simple sentences to communicate.

 Students begin to use dialogue and take more risks with oral language.

 Students may produce longer sentences, but often with errors that may interfere with communicative competence.

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+Stage IV: The Intermediate Language Proficiency Stage

 May take up to another year or two

 Developed approximately 6,000 words

 Students at this stage are beginning to make complex statements, verbalize opinion, request clarification, participate in discussions and speak at greater length.

 Can extract more meaning from text

 Use L1 as resource—translators and brokers

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+Stage V: The Advanced Language Proficiency Stage

 5-7 years to reach this stage (minimum)

 Developed content area vocabulary and can participate fully in on-grade-level activities with some occasional support.

 Students at this stage can utilize English grammar and vocabulary at a level comparable to native-English speaking peers.

 Students may make minor errors (idioms, pronunciation, etc.), but these errors do not detract from students’ ability to communicate.

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+Instructional considerations

 Work with your group to complete the “Instructional Considerations” column on the Stages of SLA handout. Keep the Prism Model in mind…remember it is not just about the language.

 Add general considerations, as well as a specific consideration for each group member’s content area.

 Be ready to briefly report out to the whole group.

+Instructional Considerations for Preproduction   Focus on listening comprehension

  Build students’ receptive vocabulary

  Allow students to demonstrate understanding without having to produce the L2

  Examples:

listen draw point

select move choose

act out match circle

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+Instructional Considerations for Preproduction (cont.)

 use visual aids and gestures

 slow speech and emphasize key words

 use language role models (peers and multimedia)

 utilize Total Physical Response (TPR) techniques

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+Instructional Considerations for Early Production

  Work to expand students’ L2 receptive vocabulary

  Encourage students to produce vocabulary that they already understand.

  Examples:

listen point select

match circle group

gesture label list

categorize draw choose

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+Instructional Considerations for Early Production (cont.)

 use charts, tables, graphs and other conceptual visuals

 present open-ended sentences

 utilize charades and linguistic guessing games

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+Instructional Considerations for Speech Emergence

  expand receptive language

  promote higher levels of language use (depth and breadth)

  Examples:

recall compare summarize

contrast retell describe

define explain role-play

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+Instructional Considerations for Speech Emergence (cont.)

 conduct group discussions

 utilize skits and role-plays

 have students write descriptions

 encourage solo reading with interactive comprehension checks

 integrate popular media with class activities

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+Instructional Considerations for Intermediate Proficiency

  encourage higher levels of language use in content areas – increase language load

  encourage students to produce academic language

  reading and writing should be integrated consistently into activities at this stage

  Examples:

analyze describe evaluate

complete create justify

defend debate support

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+Instructional Considerations for Proficiency (cont.)

 encourage student discussion on topics

 promote critical analysis of texts and relevant issues

 utilize writing activities that include drafting, rewriting, editing, and critiquing

 provide opportunities to use academic language

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+Instructional Considerations for Advanced Proficiency

  Encourage metacognitive language regulation

  Develop students’ ability to strategically connect to L1

  Allow opportunities for student to serve as tutor to less proficient ELLs (if student is interested)

  Help refine language (i.e., elaboration, sophisticated vocabulary, etc.)

+Let’s look at lesson plans

  Does the lesson provide development in the four language domains? What language used in the lesson would be particularly challenging for an early production ELL? How could the lesson be adapted for an ELL in the early production stage?

  Does the lesson provide development in the four language domains? What language used in the lesson would be particularly challenging for an advanced fluency stage ELL? How could the lesson be adapted for an ELL in the advanced fluency stage?

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While students are moving through the stages (on a continuum) of

second language acquisition, they are acquiring conversational

language and academic language (also a continuum).

+Once again…our friend Jim Cummins

Cummins (1981): Social Language Academic Language

BICS CALP

Ex: Chatting with friends Ex: Explaining an algebra equation

Familiar, concrete situations Unknown, abstract situations

At least 2-4 years to fully develop

At least 5-7 years to fully develop

+Development of Social and Academic Language

Social Language

Academic Language

+ Cummins’ Four Quadrants

CONTEXT-EMBEDDED

CONTEXT-REDUCED

COGNITIVELY DEMANDING

COGNITIVELY UNDEMANDING

Sketching

Face-to-face conversation

Science demonstration

Multiplication with appropriate manipulatives

Written directions without diagrams or example

Telephone conversation

Academic lecture

Reading a textbook chapter

+Quick Write

 Think of a topic in your content area that is “typically” taught in the bottom right quadrant (cognitively demanding, context-reduced).

 Brainstorm how that same topic could be taught within the bottom left quadrant (cognitively demanding, context-embedded).