I.+Integrated+View+of+SLA

= Integrated View of Second Language Acquisition =

**An Integrated View of Second Language Acquisition **


 * **Stage 1: **
 * Apperceived Input ** || **Approaches: **Innatism, Natural Approach, Affective Filter Hypothesis, Input Hypothesis

-Visual aids and cues to help with basic comprehension -Maps, graphic organizers -Picture cards for vocabulary -Songs and video clips related to content -Picture books -Label classroom in L1 and L2 (shows appreciation of students and lowers affective filter) ||
 * Explanation: **L2 learners are constantly exposed to new information. In this stage, they are not able to //use// the information, but are aware about the language information around them. || **Materials and Resources Needed: **
 * **Stage 2: Comprehended Input ** || **Approaches: **<span style="font-family: 'Calibri','sans-serif';">Natural approach, Innatism, Comprehensible Input Hypothesis, Acquisition-Learning Hypothesis

<span style="font-family: 'Calibri','sans-serif';">L2 learners begin to analyze the information they are taking in. It is important to note the learners go beyond just recognition to analysis. || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: ** <span style="font-family: 'Calibri','sans-serif';">-Visual aids, cues, and context clues <span style="font-family: 'Calibri','sans-serif';">-Songs and video clips related to content <span style="font-family: 'Calibri','sans-serif';">-Small group lessons <span style="font-family: 'Calibri','sans-serif';">-Grammar instruction <span style="font-family: 'Calibri','sans-serif';">-More student talk time <span style="font-family: 'Calibri','sans-serif';">-Pictures, maps, graphic organizers, etc. <span style="font-family: 'Calibri','sans-serif';">-Picture books <span style="font-family: 'Calibri','sans-serif';">-Label classroom in L1 and L2 (shows appreciation of students and lowers affective filter) ||
 * <span style="font-family: 'Calibri','sans-serif';">Explanation: **
 * **<span style="font-family: 'Calibri','sans-serif';">Stage 3: Comprehended Integration ** || **<span style="font-family: 'Calibri','sans-serif';">Approaches: **<span style="font-family: 'Calibri','sans-serif';">Interactionist, Natural approach, Acquisition- Learning Hypothesis

<span style="font-family: 'Calibri','sans-serif';">-Visual aids, cues, and context clues <span style="font-family: 'Calibri','sans-serif';">-Songs and video clips related to content <span style="font-family: 'Calibri','sans-serif';">-Small group lessons <span style="font-family: 'Calibri','sans-serif';">-Grammar instruction <span style="font-family: 'Calibri','sans-serif';">-More student talk time <span style="font-family: 'Calibri','sans-serif';">-Pictures, maps, graphic organizers, etc. <span style="font-family: 'Calibri','sans-serif';">-Picture books <span style="font-family: 'Calibri','sans-serif';">-Label classroom in L1 and L2 (shows appreciation of students and lowers affective filter) <span style="font-family: 'Calibri','sans-serif';">-Conversation-based learning groups ||
 * <span style="font-family: 'Calibri','sans-serif';">Explanation: **<span style="font-family: 'Calibri','sans-serif';">L2 learners are able to analyze input and connect it to their prior knowledge. Knowledge is now able to be stored for use. || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: **
 * **<span style="font-family: 'Calibri','sans-serif';">Stage 4: Output ** || **<span style="font-family: 'Calibri','sans-serif';">Approaches: **<span style="font-family: 'Calibri','sans-serif';">Interactionist, Natural approach

<span style="font-family: 'Calibri','sans-serif';">-Lots of opportunities for peer conversations and conversations between student and teacher <span style="font-family: 'Calibri','sans-serif';">-Task-Based learning opportunities with written, spoken and technological output || <span style="font-family: 'Calibri','sans-serif';">-Lots of visual aids <span style="font-family: 'Calibri','sans-serif';">-Variety of materials and attention to different learning styles <span style="font-family: 'Calibri','sans-serif';">-Concentrate on Task-Based Learning <span style="font-family: 'Calibri','sans-serif';">-Give ample opportunities for meaningful conversations <span style="font-family: 'Calibri','sans-serif';">-Lots of visual aids <span style="font-family: 'Calibri','sans-serif';">-Variety of materials and attention to different learning styles <span style="font-family: 'Calibri','sans-serif';">-Read alouds, Task-Based Learning, Songs and movement, small group instruction <span style="font-family: 'Calibri','sans-serif';">-Lots of visual aids <span style="font-family: 'Calibri','sans-serif';">-Variety of materials and attention to different learning styles
 * <span style="font-family: 'Calibri','sans-serif';">Explanation: **<span style="font-family: 'Calibri','sans-serif';">L2 learners are able to effectively communicate by different forms of output. Output includes conversations, writing, and formal school work. || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: **
 * **<span style="font-family: 'Calibri','sans-serif';">Suggestions and Tips for Teachers ** || **<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';">Approaches for Younger ESL Student **

<span style="font-family: 'Calibri','sans-serif';">-Concentrate on Task-Based Learning <span style="font-family: 'Calibri','sans-serif';">-Give ample opportunities for meaningful conversations <span style="font-family: 'Calibri','sans-serif';">-Lots of visual aids <span style="font-family: 'Calibri','sans-serif';">-Variety of materials and attention to different learning styles <span style="font-family: 'Calibri','sans-serif';">-Concentrate on Task-Based Learning <span style="font-family: 'Calibri','sans-serif';">-Ample opportunities for meaningful conversations <span style="font-family: 'Calibri','sans-serif';">-Lots of visual aids <span style="font-family: 'Calibri','sans-serif';">-Variety of materials and attention to different learning styles <span style="font-family: 'Calibri','sans-serif';">-Project based lessons giving opportunities for multiple output (written, oral, technology-based)
 * <span style="font-family: 'Calibri','sans-serif';">Approaches for Middle School **
 * <span style="font-family: 'Calibri','sans-serif';">Approaches for High School **

<span style="font-family: 'Calibri','sans-serif'; font-size: 13.3333px;">Conteh-Morgan, M. (2002, July). Connecting the dots: Limited English proficiency, second language learning theories, and information literacy instruction//. Journal of Academic Librarianship, 28//. Retrieved from [|http://www.mtsu.edu/~library/] <span style="font-family: 'Calibri','sans-serif'; font-size: 13.3333px;">Craig, D.V. (2011) Module 8: SLA applications & final projects. Retrieved from [] <span style="font-family: 'Calibri','sans-serif'; font-size: 13.3333px;">Craig, D.V. (2011). Module 3: Formal approaches to second language acquisition. Retrieved from [] <span style="font-family: 'Calibri','sans-serif'; font-size: 13.3333px;">Xiaoying, X. (n.d.) On the possibility of integration Krashen’s Five Hypotheses with China’s Traditional ELT Methods. Retrieved from [] || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: ** <span style="font-family: 'Calibri','sans-serif';">-Picture books <span style="font-family: 'Calibri','sans-serif';">-Materials for tasks <span style="font-family: 'Calibri','sans-serif';">-Audio and visual reinforcements of lessons <span style="font-family: 'Calibri','sans-serif';">-Graphic organizers, pictures, maps <span style="font-family: 'Calibri','sans-serif';">-Comparison and problem solving activities <span style="font-family: 'Calibri','sans-serif';">-Activities allowing ELLs to share personal experiences <span style="font-family: 'Calibri','sans-serif';">-Conversation groups ||
 * <span style="font-family: 'Calibri','sans-serif';">References **

Christina Ontiveros Pre-K Teacher, Smithville Elementary contiveros@k12tn.net