Stages of Second Language AcquisitionStage I: (1)______Period:

Stages of Second Language Acquisition
    Many students often worry or complain about their inability to produce spoken (and sometimes written) language. They have studied a language for 6 months or even longer and they can produce just a few words and phrases. Usually, even teachers feel their students are not making as much progress as they should. After all, they say, they have been practicing patterns, drills, even some conversations in class but nevertheless, although their students can understand many things, when it comes to producing them on their own, they are at a loss.
    The good news is, this is not bad or undesirable at all! It is part of a 5-step language acquisition process that could be broken into:
    Stage I: Pre-production
    The Silent Period: in this stage, most students understand more than they can produce. They can understand when someone talks to them but they cannot express their ideas in the same way. They can answer "Yes" or "No." English language learners, for instance, may have up to 500 words in their receptive vocabulary but they are not yet speaking. Some students will, however, repeat everything you say. They are not really producing language but are parroting.
    These new learners of English will listen attentively and they may even be able to copy words from the board. They will be able to respond to pictures and other visuals. They can understand and duplicate gestures and movements to show comprehension. Total Physical Response methods will work well with them. Teachers should focus attention on listening comprehension activities and on building a receptive vocabulary.
    English language learners at this stage will need much repetition of English. They will benefit from a buddy who speaks their language. Remember that the school day is exhausting for these newcomers as they are overwhelmed with listening to English language all day long.
    Stage II: Early production
    Early Production: learners can answer some "yes" or "no" questions, they use repetitive language patterns to express ideas and they try to express concepts by using one or two words only. They cannot find the words to make complete sentences. It is important to bear in mind that comprehension precedes production. This is especially true in Second Language Acquisition. You can always understand more of a language then you can produce.
    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.
    Stage III: Speech emergence
    Students have developed a vocabulary of about 3,000 words and can communicate with simple phrases and sentences. They will ask simple questions, which may or may not be grammatically correct, such as, May I go to bathroom? They will also initiate short conversations with classmates. They will understand easy stories read in class with the support of pictures. They will also be able to do some content work with teacher support. Here are some simple tasks they can complete:
    Sound out stories phonetically.
    Read short, modified texts in content area subjects.
    Understand and answer questions about charts and graphs.
    participate in duet, pair and choral reading activities.
    Understand teacher explanations and two-step directions.
    Compose brief stories based on personal experience.
    Write in dialogue journals.
    Dialogue journals are a conversation between the’ teacher and the student. They are especially helpful with English language learners. Students can write about topics that interest them and proceed at their own level and pace. They have a place to express their thoughts and ideas.
    Stage IV: Intermediate fluency
    English language learners at the intermediate fluency stage have a vocabulary of 6,000 active words. They are beginning to use more complex sentences when speaking and writing and are willing to express opinions and share their thoughts. They will ask questions to clarify what they are learning in class. These English language learners will be able to work in grade level math and science classes with some teacher support. Comprehension of English literature and social studies content is increasing. At this stage, students will use strategies from their native language to learn content in English.
    Student writing at this stage will have many errors as ELLs try to master the complexity of English grammar and sentence structure. Many students may be translating written assignments from native language. They should be expected to synthesize what they have learned and to make inferences from that learning. This is the time for teachers to focus on learning strategies. Students in this stage will also be able to understand more complex concepts.
    Stage V: Advanced Fluency
    It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language. Student at this stage will be near-native in their ability to perform in content area learning, although there may be some gaps specially when it comes to idiomatic uses of the language.
    Most ELLs at this stage have been exited from ESL and other support programs. At the beginning of this stage, however, they will need continued support from classroom teachers especially in content areas such as history/social studies and in writing.
    By being aware of these stages, Students can feel confident about their learning process and they can lower their anxiety levels if they feel they cannot express exactly what they have in mind.
    OK, today we have learned about 5 stages of a second language acquisition. If you need more info on the topic, just google the following keywords "stages of second language acquisition". You are way on your way to learning about your own learning!