Activity 3: Planning for English Language Learners

My description of the specific strategies used for English language learners, each at a different stage of language acquisition.

For this activity, I selected four children, each one at a different stage of language acquisition. Our next learning unit will be based on the theme transportation. Therefore, I will discuss about the different strategies that I will use with these children to increase their English language learning, especially in increasing their English vocabulary uptake on transportation. 
I addressed issues of anonymity and confidentiality by replacing the names of students with a code. The short attention span of a 3 – 4 year old child is also taken into consideration.  Therefore, activities conducted will last no longer than 10 – 15 minutes, as not to create stress or any emotional distress for such young children.

Stage 1: Pre-production

Student identified: LL

The pre-production stage is also known as the "the silent period," when the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual. From my observation, LL has up to now taken more than eight weeks to open up and would occasionally utter some words in German. LL will learn English as the third language. LL is an attentive listener and responds positively to pictures and other visuals.

Teaching methods:

·      Picture flashcards on transportation

·      Repetition through different ways - to provide LL with a sense of control over the activity,

     LL can lay the flashcards down and then turn the card over one by one

·      Encourage / prompt LL to say the words out aloud

·      Independent work using the vocabulary apps such as Vocab Genius and Vocab Catcher

     on the IPad

Stage 2: Early production

Student identified: IM

This stage may last up to six months and students will develop a receptive and active vocabulary of about 1000 words. During this stage, students can usually speak in one- or two-word phrases. They can use short language chunks that have been memorized although these chunks may not always be used correctly. IM is beginning to speak using short words and sentences, but IM’s emphasis is still on listening and absorbing the new language.

Teaching methods:

·   Ask IM yes/no and either/or questions on transportation

   Example: Have you been on a train before?

·   Encourage IM to respond and accept the one or two 

   word responses

·   Provide IM the opportunity to participate in some of 

   the whole class activities

·   Use pictures (illustrations, posters, flashcards) and 

   realia (real things) to support questions

·   Build vocabulary using pictures through IPad 

   Vocabulary Apps

Stage 3: Speech emergence

Student identified: DE

Speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions. DE has started to ask simple questions that may or may not be grammatically correct, such as “ May I go to bathroom? ” DE has also started to initiate short conversations with classmates. DE understands easy stories read in class with the support of pictures and is also be able to do some content work with teacher support.

Teaching methods: 

·      Sound out transportation stories phonetically

·      Read short, modified texts with pictures in content area subjects

·      Complete graphic organizers with word banks

·      Understand and answer questions about charts and graphs

·      Match vocabulary words to definitions 

·      Study flashcards with content area vocabulary on IPAD

·      Participate in duet, pair and choral reading and singing activities

 ·     Include Total Physical Response (TPR) in reading and singing

Stage 4:  Beginning fluency

Student identified: PG

Speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases. PG is beginning to use more complex sentences when speaking and writing and is willing to express opinions and share thoughts. PG will ask questions to clarify what is being learnt in class. At this stage, PG is using strategies from PG’s native language to learn content in English.

Teaching methods: 

·      Sound out transportation stories phonetically

·      Read short, modified texts (with and without pictures) in content area subjects

·      Complete graphic organizers with word banks

·      Understand and answer questions about charts and graphs

·      Match vocabulary words to definitions

·      Study flashcards with content area vocabulary on IPad

·      Participate in duet, pair and choral reading and singing activities with the inclusion of TPR

·      Draw pictures and write brief stories about them 

 ·     Understand teacher explanations and two-step directions

References:

(Accessed 17 February 2015)

·      http://www.everythingesl.net/inservices/language_stages.php

·      http://www.colorincolorado.org/article/26751/

·      http://www.educatorstechnology.com/2014/02/10-good-ipad-apps-for-teaching.html

·      Lim-Kemper, D. (2014) Can songs increase the English vocabulary learning of a group of mixed first language children attending an international school in Germany? 
MA in Education Research Project, Birmingham City University. 
Available at:  https://www.academia.edu/9435217/Can_songs_increase_the_English_vocabulary_learning_of_a_group_of_mixed_first_language_children_attending_an_international_school_in_Germany