Caitlin Nicosia

EDUC 359
Fall 2016
1) Identify the 5 stages of language acquisition, key factors (3-4) about each stage,
and at least one effective strategy that can be used with ELL students from that
stage.
Pre-Production: The first of the five stages of language acquisition. It is the
silent period. The speaker has minimal comprehension, does not verbalize but can
nod their head yes or no. The approximate time frame for this period of
acquisition varies between speaker to speaker based on varying conditions. They
may have up to 500 words in their respective vocabularies they can respond to
pictures and other visuals. They can parrot English speakers and understand
gestures and movements. Students in this phrase will benefit from instruction that
includes choral readings, repetition of English words and from a buddy who
speaks their language.
Early Production: The second of five stages of language acquisition. Students
can speak in one or two-word chunks and phrases. This stage lasts approximately
from six months to one year. They may use memorized phrases that may not
always be correct. They may produce short sentences in the past tense. The
emphasis is still on listening and absorbing the new language.
Teachers can ask yes or no, either/or, and what questions, provide comprehensible
listening activities. Teachers can build their vocabularies through pictures.
Speech Production: The third of the five stages of language acquisition. This
stage lasts approximately from one to three years. Students can speak in multiple
sentences. They can understand a lot of what is said. They may make grammatical

errors in speaking and writing. They may pronounce words incorrectly. Teachers
can involve students in short conversations in small groups with other students,
provide short or modified texts, and use graphic organizers and word blanks.
Intermediate Fluency: The fourth of the five stages of language acquisition. This
stage lasts approximately from three to five years. Students can comprehend basic
communication well, but may not understand academic and content lessons. They
may make few grammatical errors while speaking but still may make errors whilst
writing. They are able to express their own opinions and thoughts. Teachers can
provide these students with longer writing assignments and provide instruction in
grammar and language conventions related to the students needs.
Advanced Fluency: The last of the five stages of language acquisition. Students
are near native level of speech. Though they do need continued support with
academic language to continue acquiring language and conventions in academic
domains. At this stage the individual may still have an accent and use idiomatic
expressions incorrectly. The teacher should provide the student with rich and
engaging instruction based on standards and grade level content expectations.
2.) Identify the 4 methods of co-teaching, a brief description of each method, and
an example of how each method of co-teaching can be used effectively for
classrooms with ELL students.
Complementary Teaching: Is where a member of the co-teaching team does
something to complement the instruction given by another member of the team.
The team of teachers can use this method to play off one anothers strengths and
weaknesses and tailor lessons that are repetitive and helpful for English language
learners.
Parallel Teaching: In parallel teaching, both co-teachers plan jointly but split the
classroom in half to teach the same information at the same time. If teachers have

the ability to parallel teach it gives them the option to have smaller groups. One of
the teachers can have the ELL students in their group and decide to work more
slowly and be able to answer their questions in a small group based session.
Team Teaching: Both teachers are responsible for planning, and they share the
instruction of all students, the lessons are taught by both teachers who actively
engage in conversation, not lecture, to encourage discussion by students. The
lessons are being taught at the same time in smaller groups. Teachers can use this
strategy by dividing the level of student abilities and focus upon the ELL student
who may need more instruction, intervention and help.
Supportive Teaching: One teacher has the primary responsibility for planning
and teaching, while the other teacher moves around the classroom helping
individuals and observing particular behaviors. One can teach the lesson whilst
the other can walk around the room and offer help to ELL students individually.