Mtable 3.3 CLD Student Stages of Second Language Acquisition, with Emphasis on the Adolescent Please note: This chart represents the stages of second language acquisition. Many students may fall between stages andlor remain in one stage for a temporary period of time. Students” levels are not always consistent across the reading, writing, speaking, and listening domains. For example, students who are at the intermediate or advanced fluency levels in speaking may be atthe early production or speech emergence levels in reading and writing. Stage ‘Student, of SLA Descriptors Preproduction Students tend to be in a nonverbal (silent) period in which the second language may be mostly if not completely incomprehensible. Adolescent CLD students may exhibit high levels of anxiety, frustration, and withdrawal due to a variety of stressors such as cultural differences; self-concepr; peer acceptance; and developmental, physical changes. Adolescent CLD students often demonstrate faster academic language growth than younger students based on superior L1 in reading, writing, speaking, and listening, as well as superior cognitive develop- ment in L1. Adolescent CLD students may demonstrate non- verbal communi- cation for Student Performance Outcome The adolescent CLD student will typically be able to: * Readily gain familiarity with sounds, rhythms, and patterns of English based on his or her prior foundational knowledge and experiences with the first language. + Depend more heavily on visuals related to academic content such as labeled pictures, diagrams, charts, graphic organizers, maps, and word walls for understanding. * Focus on listening to and internalizing the language. He or she may not participate orally but may demonstrate understanding nonverbally through pointing, gesturing, and drawing. * Use reference points for guidance, clarification, and Tips for Teachers Provide adolescent CLD students with comprehensible classroom experiences by using more English-proficient peers as models. Pair CLD students who are less proficient in English with more English- proficient bilingual students who can preview the lesson in the native language. Use a variety of visuals, physical movements, gestures, and verbal cues to support and expand the non-English proficient (NEP) student’s language acquisition process. Avoid forcing any CLD student to speak prematurely by appropriately allowing for the silent period. Allow him or her to speak when he or she is ready and comfortable to take risks in English. ‘Tap into the NEP adolescent's prior knowledge by having a bilingual peer assist the NEP student in filling out KWL charts. Tie students’ personal experiences into lessons as much as possible. Using students’ experiences validates the knowledge and culture the CLD student brings to the classroom. Provide models for the students to use as a guide with assignment checklists on the chalkboard. Look for NEP student understanding through observation of student demonstrations, nodding, pointing, and answering yes or no questions. Recognizing and accepting NEP students’ nonverbal communication will lower the affective filter so that he or she may feel ‘more comfortable taking risks in English,Mtable 3.3 Stage of SLA Preproduction (continued) Early production Continued Student Descriptors understanding such as pointing, nodding, and smiling. Students may display periods of inattentiveness. Learning in a second language can be exhausting, because students must construct meaning in a new culture for cognitive and academic purposes. The adolescent CLD student. tends to read phonetically according to his or her native language pronunciation and literacy skills. The adolescent CLD student listens with greater Student Performance Outcomes clues as to what is being taught and addressed (such as procedures posteds written directions; posted homework assignments, dictionaries, or ‘word walls in the room). The CLD adolescent may also need clarification of directions and content in the first language with the help of a bilingual peer: * Speak and understand high- frequency, contextualized words and simple phrases. The adolescent CLD student may be able to: * Speak using isolated words and phrases. * Verbally identify people, places, and objects. * Manipulate objects and ideas Tips for Teachers Provide a print-rich classroom with labels and word walls for students to use as a reference throughout units on which you may be working. Provide additional wait time to students. Guard vocabulary through slowed rate of speech, clear enunciation, idiom avoidance, repetition, and key vocabulary emphasis. Write language and content objectives on the board for CLD students and refer to them throughout the lesson. Try to include a variety of listening, speaking, reading, and writing activities to achieve your language objectives. Provide an outline of notes (in the student's first language, if possible) to CLD students during a lecture presentation. Provide a predictable daily routine so that the adolescent CLD student understands teacher expectations. Frequently, an apparent problematic behavior is a symptom of the NEP student's inability to understand. Provide choral reading experiences and chants to lessen the anxiety level (lower the affective filter) for taking risks in English. Provide a classroom library of scaffolded reading material that has age-appropriate content for the adolescent at this stage. Inappropriate age-level reading material may be insulting or embarrassing to adolescents who are accustomed to a much higher level of literature in the first language. Use age-appropriate, relevant, and rich literature in classroom instruction. (continued)Mtable 3.3 Stage of SLA Early production (continued) Speech emergence Continued Student Descriptors understanding to contextualized, basic information and social conversation. The adolescent CLD student repeats memorable language commonly used in social conversation with peers. Students recognize connections between the native language and second language and use these connections as tools in acquiring the second language. ‘The adolescent CLD student will use contextual cues such as pictures, graphs, and prior knowledge to facilitate reading comprehension. The adolescent CLD student may exhibit increased proficiency in decoding and comprehending English text. As the student becomes more comfortable with the school culture, he or she may take more risks with oral Janguage and speak in short sentences with syntax errors. Student Performance Outcomes mentally using foundational knowledge from his or her L1. * Use routine expressions independently. * Participate'it guided, highly contextualized discussions. The adolescent CLD student may be able to: © Understand grade-level concepts more clearly and be able to increase the transfer from prior knowledge concepts learned in his or her native language. Tips for Teachers Preteach key vocabulary and concepts in order to increase student comprehension. Have students label or manipulate pictures and real objects to promote comprehension. Proviele stademtsavith learning strategies to discover connections between the native language and English. For example, teach Spanish speakers to look for cognates, e.g., animales = animals, Provide cooperative learning experiences to encourage student discussion, Support the use of the first language for clarification of content- area concepts. Provide students with opportunities for problem solving to promote higher- order thinking skills. A. common misconception is that CLD students? limited English language proficiency also limits their reasoning skills. Students should be challenged regardless Of their language proficiency levels. Provide as many visual aids as possible to support meaning construction. Guard vocabulary and introduce concepts through the use of KWL. charts, webs, story maps, and picture prompts. Model responses to literature for students by explaining, describing, comparing, and retelling. Provide a variety of content-area texts, trade books, and newspapers related £0 the subject or topic. Focus on communication in meaningful contexts in which students express themselves in speech and print.table 3.3 Continued ‘Student Stage ‘Student Performance of SLA Descriptors Outcomes Tips for Teachers Speech He or she may * Engage in much Respond genuinely to student writing, emergence demonstrate more independent hold conferences that highlight student (continued) increased reading asa result strengths and progress, and have understanding of of increased oral students set their own realistic language extended language goals. conversation and proficiency. Provide students with opportunities to dialogue, simple * Write using a read, write, listen, and speak in their stories with some more extensive ative languages details, and simple vocabulary and fhoman Varied waiting Post tips for writing and editing as an ‘easy reference and reminder to students. expressions. style * Begin self: Model reading comprehension. evaluation of strategies. writing through editing. Intermediate The adolescent CLD. The adolescent Structure and guide group discussions fluency student has increased CLD student may _to facilitate more advanced literature understanding and be able to: studies. application of word- «Explore and use Provide for a variety of realistic writing attack and extensive experiences that are relevant to students. comprehension skill. vocabulary and Encourage ereativity and an increased The adolescent CLD concepts in the sense of aesthetics by initiating drama, student exhibits content areas art, music, and other forms of creative jrowth in accuracy and make expressions, and correctness more language ° regarding listening, connections Publish student-authored stories, Speaking readings toll newsletters, poems, and more. and writing. # Read a wider Continue to shelter instruction and The adolescent CLD Fange of check for CLD adolescent student uses his or narrative genre _ understanding, her native language «Md content texts. Encourage students to continue growth asa resource and with increased in the native language by providing them may also be eager co Comprehension. —_ with materials to read in the native help peers and * Summarize and language, allowing them to assist less teachers with make inferences proficient peers, and encouraging them translations and in reading more to help new CLD students with their brokering. readily. transitions to a new school and culture. © Use language to express and defend opinions. Be aware of the common misconception student uses richer regarding the CLD student's level of social and fuller sentences language (BICS) with his or her level of with a varied understanding of the academic content vocabulary. language (CALP). Continue to provide (contin) The adolescent CLDtable 3.3 Continued Student Stage Student Performance of SLA Descriptors Outcomes Tips for Teachers Intermediate In reading « Experiment scaffolding in instruction such as fluency comprehension, the more sophisticated cooperative learning, visuals relating to (continued) — adolescent CLD vocabulary and the content area, experiences using, student can extract complex sentence manipulatives, previewing of key terms more meaning from _strueture, and concepts, et the actual text and relies less on contextual cues. Advanced This adolescent The adolescent Promote ongoing development fluency CLD student is CLD student may through integrated language arts characterized as an be able to: and content-area activities. abstract thinker, * Produce language Encourage adolescents to continue His or her reading with varied growth in their native language at interests become grammatical home, at school, and in the individualized and structures and community. more varied. more complex For lesson closure, have students vocabulary, The adolescent Including review daily content and language CLD student e objectives to assess their develops highly idiomatic progress. expressions. accurate language and grammatical structures that Capitalize on the Encourage students to interact native language as and support other English pale, language learners who are approximate those resource for transitioning into a new school of native English understanding the and culture. speaking peers. second language. Provide opportunities for more This student may» Demonstrate proficient students to work as peer (and ideally should) writing skills that tutors, not only to reinforce their own view his or her native approximate that _ learning, but also to assist others with language as an asset of a native- comprehension. onvwhicho daw for Fnglsspeaking Arrange collaborative groups so hisorher acquisition 6 eg 7 that advanced English-proficient orgie Read frequently C1 adolescents are partnered - iM with CLD students who are not as Ar this level, the and pleasure. proficient. adolescent CLD Encourage students to engage in metacognitive regulation concerning their own learning processes and strategies. student uses multiple strategies to facilitate reading comprehension,