4. Early Production
Approximately Six Months
Emphasis on Listening Absorbing Information
Speaking Some
Short Words Short Sentences
1000 Words
Many Errors Eager to Understand
5. (Speech Emergent)
Greater Understanding
Relies on Context Clues Familiar Topics Only
Speaking More Frequently
Longer Words Longer Sentences
3000 Words
6. Beginning Fluency
Basic Information Communication System
Social Emotional
Difficulties
Academic Language Self-Expression
3000 Words
Lacking Vocabulary Lacking Phrases
7. Intermediate Fluency
Almost Fluent/ Few Errors
Offers Opinions Analyzes Problems
Basic Information Communication Skills
Socially Engaged Self-Expression
Comprehensive Academic Language Proficiency
Lacking Vocabulary Comprehension of Content Area
8. Advanced Fluency
Accented, if Post-Puberty
Problems with Idioms
Essentially Fluent
9. Influences on Fluency
Strength of First Language Skills
Quality/ Quantity Input
Motivation/ Attitude
Egocentricity/ Peer Pressure
Plasticity/ Critical Period
Accent/ Fossilization
11. Influential Research
Zone of Proximal Development– (Vygotsky, 1978)
Social and Psychological Distance- (Schumann, 1978)
BICS/ CALP- (Cummins, 2000)
Theories of Second Language Acquisition-
(Krashen, 2003)
12. Stephen Krashen
Theory of Second Language Acquisition
• The Learning/ Acquisition Hypothesis
• The Natural Order Hypothesis
• The Monitor Hypothesis
• The Input Hypothesis
• The Affective Filter Hypothesis
• The Critical Period Hypothesis
13. Strategies for Fluency
Pre-Production/ The Silent Period
Early Production
(Speech Emergent)/ Beginning Fluency
Intermediate Fluency
Advanced Fluency
14. Pre-Production /The Silent Period
Listening/ Pointing/ Gesturing/ Acting
Peer Interpretation
No Error Correction/ Model Proper Language
Model Survival Language
Read-Aloud
Music
15. Early Production
Create Opportunities to Produce Simple Language
Model Correct Language
Ask Questions: Yes/ No and Either/ Or
Accept One and Two Word Answers
Point and Say the Words
Encourage Pairing and Group Work
16. (Speech Emergent)
Focus on Academic Vocabulary
Modify Content Area Two-Step Directions
Texts
Use Background Knowledge
Visuals, Charts, Graphs Student Re-Tells Stories
Modeling Corrections and Questioning
Ask: "Why?", "Explain." Ask for Short Answers