Sylvia-Kumar-MOD-4-Quiz

Order the 5 stages of Second Language Acquisition

• Advanced Fluency

• Intermediate Fluency

• Speech Emergence

• Early Production

• Preproduction

Optimal output is needed to help foster language progression for ELLs. They acquire this from what is seen and heard; not from speaking and writing. So what are the key features that promote optimal output?

Groups:

(a) Things that foster optimal output

,

(b) Things that hinder optimal output

• It's abundant. Focus on the story/message to also appeal to subconscious language learning

• Making students write more than they read and listen

• It's rich in vocab use that helps acquire new language

• It's comprehensible (doesn't have to be all details but enough to get point)

• Forceful speaking activities and assignments that require learner to be vocal

• It's compelling and interesting

• Intense sole grammar practice and lessons

• Say they have to be fully immersed in a language to improve

"Affective Filter Hypothesis" happens where a student has a filter within the brain that does not allow language acquisition to fully penetrate. What factors should educators focus on when trying to remove such a filter within students? (select all that apply)

• Student Motivation

• Student's Self-esteem

• Student's IQ level

• Anxiety's Effects

Give one example of how to apply this Principle of Effective Additional Language Learning:

"ELL students’ cultural identities should be honoured by instructional practices (including Indigenous pedagogical practices); educators should teach both ELL students and non-ELL students about cultural diversity, cultural identity, Aboriginal perspectives and inclusiveness" (BC Ministry of Education, 2017)

Give one example of how to apply this WIDA Guiding Principle of Language Development:

"Multilingual learners’ language, social-emotional, and cognitive development are inter- related processes that contribute to their success in school and beyond (Aldana & Mayer, 2014; Barac & Bialystok, 2012; Gándara, 2015; Sánchez-López & Young, 2018)" (WIDA, 2019)

The stage of ​ (a)   is when a student has good comprehension of English, they can produce simple sentences make grammatical/pronunciation errors (that’s okay). They may also frequently misunderstand jokes.

• speech emergence
• intermediate fluency
• early production
• preproduction
• advanced fluency

The stage of ​​ (a)   is when a student has minimal comprehension, they do not verbalize. They nod yes and no in response or draws and points to communicate. They’re ​ (b)   just fine

• intermediate fluency
• early production
• advanced fluency
• listening
• preproduction
• speech emergence
• speaking

The stage of ​​ (a)   is when a student has excellent comprehension and makes few grammatical errors. Continue introducing ​ (b)   with them.

• intermediate fluency
• early production
• advanced fluency
• preproduction
• speech emergence
• idioms/stories
• heavy grammar lesson

These tips help students at what stage of the language acquisition?

Conduct group discussions and have skits

Have student fill out forms and applications

Have students write descriptions of visuals and props

Use music, TV, and radio with class activities and other media (film/video with scripted visuals) Encourage solo readings with interactive comprehension checks

You no longer need to worry about guidance and extra support for students in the advanced fluency stage since they are at a near-native level of the language

• True

• False