Integrated+View+of+SLA

Integrated View of Second Language Acquisition



Overview: This section of the wiki discusses the four stages of conversion of input to output. The chart below also includes some explanations, approaches and resources needed. The Natural Approach, The Functional Approach The Natural Approach, The Social Interactionist Approach The Natural Approach, Typological Approach, The Communicative Approach The Social Interactionist Approach The Natural Approach The Social Interactionist Approach, Typological Approach The Social Interactionist Approach, The Functional Approach Typological Approach, The Social Interactionist Approach Typological Approach, The Social Interactionist Approach || **Materials and Resources Needed:** Pannino, D. (n.d.) //The role of output for learner attention to input in second language acquisition. //Retrieved from []
 * **Stage 1:**
 * Apperceived Input** || **Approaches:**
 * Explanation:** Apperceived Input is the intitial stage of utilization of any type of input (Gass, & Selinker,2007). While learning a second language, many new information is received. In this stage, learners are relating new information with previous knowledge and experiences. || **Materials and Resources Needed:**
 * Visuals
 * Picture books
 * Songs
 * Games/Puzzles
 * Maps ||
 * **Stage 2:**
 * Comprehended Input** || **Approaches:**
 * Explanation:** In this stage of input, leaners are beginning to analyze new information regarding language structure and rules. Learners in this stage are able to put together phrases and simple sentences. || **Materials and Resources Needed:**
 * Games/Puzzles
 * Visuals
 * Labeling throughout room
 * Videos ||
 * **Stage 3:**
 * Comprehended Integration** || **Approaches:**
 * Explanation:** In the comprehended integration stage, learners are integrating what they know about the grammar structures of their L2 into their mental storage. Learners in this stage are able to carry on conversations, write simple paragraphs and read appropriate level texts. However; they still may struggle with certain words or phrases. || **Materials and Resources Needed:**
 * Books (Fiction and Non-fiction)
 * Graphic organizers
 * Games
 * Cooperative Grouping
 * Word Walls ||
 * **Stage 4:**
 * Output** || **Approaches:**
 * Explanation:** Output is the last stage. In this stage, learners are able to carry on meaningful conversations with native speakers. Learners are proficient in their L2 and are able to read, write and speak in the second language. || **Materials and Resources Needed:**
 * Books (Fiction and Non-fiction)
 * Graphic organizers
 * Games
 * Cooperative Grouping
 * Word Walls ||
 * **Suggestions and Tips for**
 * Teachers:**
 * Provide all students with a safe and positive learning environment.
 * Research students' L1 for ways to make connections to their L2.
 * Set appropriate and positive expectations for all students.
 * Promote diversity in your classroom!
 * Use a variety of teaching styles. || **Approaches for Beginners/Limited Proficiency:**
 * Approaches for Moderate English Proficiency:**
 * Approaches for Younger ESL Students:**
 * Approaches for Middle School:**
 * Approaches for High School:**
 * Visuals
 * Picture books
 * Songs
 * Games/Puzzles
 * Maps
 * For Beginner and Young Students:**
 * Games/Puzzles
 * Visuals
 * Labeling throughout room
 * Videos
 * For Moderate, Advanced, and Older Students:**
 * Books (Fiction and Non-fiction)
 * Graphic organizers
 * Games
 * Cooperative Grouping
 * Word Walls ||
 * Resources: **

Shoebottom, P. (2011). //Second language acquisition - essential information.// Retrieved from []

Reid, J. (1987). //The learning style preferences of ESL students//. Retrieved from []

Bank Street College. (n.d.) //Guide to literacy.// Retrieved from []

 Contact Information:  Ms. Haller bnh2x@mtmail.mtsu.edu <span style="font-family: Tahoma,Geneva,sans-serif; font-size: 130%;">931-933-1320