I.+Integrated+View


 * An Integrated View of Second Language Acquisition **



After reviewing this website it should be clearer than ever that all of our ELL learners come to us with different backgrounds and diverse needs. As learners seek to acquire and comprehend more and more language they benefit to varied teaching approaches. Rather than choosing to present language content based in one approach, it may be wise for classroom teachers to adapt many approaches and integrate them into their classroom. Below I have outlined approaches for each SLA stage and provided materials and resources need for each one.

At this stage, the learner notices a linguistic form as being related to some prior knowledge that they possess.
 * **Stage 1:**
 * __Apperceived Input__**

Whether or not learners notice a particular linguistic form is influenced by:

-frequency or saliency of the form in input. -affective factors including social distance, status, motivation and attitude. -prior knowledge including L1 &L2 knowledge, universal grammar, etc. -attention to the input || **Approaches:**
 * The Natural Approach**
 * The Silent Way**
 * TPR**

Learners at this stage in SLA need opportunities to notice the elements of the language. These approaches allow learners to interpret input without asking them to respond our produce output. The methods are designed to help learners maintain a low affective filter so that they can focus on the input provided to them. Teachers are encouraged to provide extensive comprehensible input. || **Materials and Resources Needed:**
 * Explanation:**


 * -Visuals or Graphic Organizers**
 * -Authentic texts**
 * -Audio and video clips**
 * -Picture dictionaries**
 * -Realia related to thematic units (ie- clocks, menus, clothing, etc.)**


 * Websites:**
 * The Natural Approach Planning Slideshow**
 * []**


 * The Silent Way- Teaching Vocabulary**
 * []**
 * [|teaching_vocabulary_the_silent_way]**

During this stage the learner recognized that the linguistic form can be analyzed. At this point, when processing of the input begins, the input can be classifies as //intake.// || **Approaches:**
 * TPR Resources**
 * []** ||
 * **Stage 2:** Comprehended Input
 * The Natural Approach**
 * The Lexical Approach**

Learners at this stage are beginning to process some of the input being provided to them. Input presented in whole language context can be broken down and analyzed in chunks. Teachers are still encouraged to provide a great deal of comprehensible input. Learners may be expected to begin to work in small groups or pairs to deduce language patterns. || **Materials and Resources Needed:**
 * Explanation:**
 * -Visuals or Graphic Organizers**
 * - Authentic Texts**
 * -Audio and video clips**
 * -Craft materials (ie markers, paper, scissors, glue)**
 * -Manipulatives**
 * -Books or short stories**
 * -Games (ie Bingo, Jeopardy, Concentration, etc.)**

After processing the input the learner may integrate the input into their L2 grammar or store it for later use. || **Approaches: The Communicative Language Approach, The Lexical Approach**
 * Websites:**
 * ESL Games**
 * []** ||
 * **Stage 3: Comprehended Integration**

Learners at this stage are beginning to integrate the patterns and rules they perceive from the language input into their interlanguage. Teachers are continually providing comprehensible input and are also beginning to elicit student input and responses to the material presented. Learners may test their newly integrated grammar in new contexts and, as they interact with their teachers and peers, begin to adjust and reintegrate. || **Materials and Resources Needed:**
 * Explanation:**
 * -Visuals or Graphic Organizers**
 * - Authentic Texts**
 * -Audio and video clips**
 * -Craft materials (ie markers, paper, scissors, glue)**
 * -Manipulatives**
 * -Books or short stories**
 * -Games (ie Bingo, Jeopardy, Concentration, etc.)**
 * -Group discussing cue cards**
 * -Student response clickers**


 * Websites:**
 * The Communicative Approach Lesson Outline**
 * []**

At this stage the learners uses their newly integrated language to test hypotheses and solicit feedback. || **Approaches:**
 * The Lexical Approach- Chunking for Beginners**
 * []** ||
 * **Stage 4: Output**
 * Interactionist Approach**
 * Task-Based Learning**
 * Communicative Language Approach**

At this stage of learning learners need to be able to communicate with others to obtain feedback and confirm or deny their language hypotheses. Approaches that involve students in relevant and meaningful communication will help them to acquire language. || **-Authentic Texts**
 * Explanation:**
 * -Audio or video clips**
 * -Realia**
 * -Role play/ simulation cards**
 * -Craft materials**
 * -Games**
 * -Books or short stories**
 * - Playing cards**


 * Websites:**
 * Communicative Activities**
 * []**


 * Task-Based Learning Lessons**
 * []** ||
 * **Suggestions and Tips for Teachers** || **Approaches for Beginners / Limited English Proficiency- The Natural Approach, The Silent Way, TPR**


 * Approaches for Moderate English Proficiency-**
 * The Lexical Approach, Task- Based Learning, The Interactionist Approach, Communicative Language Approach**


 * Approaches for Younger ESL Student- The Natural Approach, TPR**


 * Approaches for Middle School- The Lexical Approach, TPR, Task-Based Learning, The Interactionist Approach, The Communicative Language Approach**


 * Approaches for High School- The Lexical Approach, TPR, Task-Based Learning, The Interactionist Approach, The Communicative Language Approach** || **Additional Materials and Resources:**
 * -Computer lab**
 * -Video equipment**
 * -Classroom webpage (ie Moodle, Wiki, etc.)**


 * Additional Web Resources:**
 * Virtual Realia**
 * []**


 * Authentic Materials**
 * []** ||

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif;">Gass, S.M. & Selinker, L. (2008). //Second language acquisition: An introductory course// (3rd ed.). New York: Routledge.

Mora, J. K. (2010). //Second-language teaching methods: Principles and procedures////.// Retrieved on June 3, 2010, from [|http://edweb.sdsu.edu/people/jmora/ALMMethods.htm__]

Mora, J.K. (1999). //Methodologies in foreign language teaching//. Retrieved on June 3, 2010, from __[]__

MIDDLE TENNESSEE STATE UNIVERSITY Honor Statement: This assignment/assessment was solely written by me. In no way have I plagiarized (represented the work of another as my own) or otherwise violated the copyright laws and academic conventions of fair use. I know that violations of this policy may result in my being dismissed from Middle Tennessee State University and/or appropriate legal action being taken against me. Signed : Jessica de Araujo Jorge June 3, 2010

<span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 110%;">Jessica de Araujo Jorge Graduate Student [|Middle Tennessee State University] jlm2w@mtmail.mtsu.edu Foreign Language Department Chair [|Hendersonville High School] jessica.dearaujojorge@sumnerschools.org