Next quarter I will be teaching a social studies unit on Economics. This unit discusses topics such as needs, wants, resources, saving, spending and independency upon countries.
The Six Stages of Second-Language Acquisition
|Pre-production||This is also called “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.|
|Early production||The individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.|
|Speech Emergent||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.|
|Beginning Fluency||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.|
|Intermediate Fluency||Communicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.|
|Advanced Fluency||The individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.|
Kelly- (Early Production) During our economic unit student must sort natural resources and human resources. Kelly would be given pictures that she could place on the chart paper. First we would start with natural resources everything from the earth. I would have a picture of the earth as well. I would model a few examples like wood, air, water and glue them on. I would also pair her up with a friendly student. As a group we would work together. Kelly could use one word, phrase or do this silently. This activity would not need alot of communication but material would still be taught.
Michael- (Speech Emergent) For our needs and wants activity. I would have items in the front of the classroom. To help Michaels vocabulary we would repeat as a class the items. As a group, students would have to pick out the items they need first and put them in order from most essential to least essential. Students would also need to label each item. Then they would pick out their wants. Michael would be hearing vocabulary for different items and be apart of the group moving items around. Students would be orally discussing vocabulary and physically moving items.
Mark- (Pre Production) Mark would be able to observe the interdependency activity. Three students are grouped together they are responsible for making pencils, bottles of water, t-shirts, ect. Each country makes something but relies on another “country” for an item. Students stand together and yarn gets tossed around from “country” to “country.” This activity paints a picture of interdependency without many words. Mark and see the yarn being tossed around the room and understand that each group of people needs something from the other.
Mary- (Advance Fluency) Mary would have the opportunity to share the currency that they used in their country. Other students would be able to share different currency from around the world. Mary would be able to practice speaking in front of the class. These are skill that even English speakers need to practice reguarly.