Intergrated+View+of+SLA

=An Integrated View of SLA =

=The organizer below gives a brief overview of the SLA process and different approaches to use at different stages. The organizer also gives materials and resources that you can use for each stage! =
 * ** Stage 1: **
 * Apperceived Input ** || ** Approaches: ** The Natural Approach, Total Physical Response


 * Explanation: ** In this stage, as students are exposed to language (generally spoken) on a regular basis, they will notice rules from different aspects (grammar, syntax, etc.) of the target language. When they recognize the rule, the next stage begins. || ** Materials and Resources Needed: **

During this stage, students will need plenty of things to interact with. Pictures work well in a pinch, but realia really brings a “hands on” feel to things. Anything you can do to create a welcoming and comfortable environment is a bonus. ||
 * ** Stage 2: Comprehended Input ** || ** Approaches: ** The Natural Approach, TPR, Interactionist Approach


 * Explanation: ** With this rule or structure in mind, the student must then make sense of it in the context of their L1 or other L2 knowledge base. At this point, the student must decide if this fits into what they already know or if it changes something they previous understood about language. || ** Materials and Resources Needed: **

While most of this and the following stage take place in the student’s brain, comprehension can be aided by any visuals such as pictures, books, posters, audio recording and of course, by hearing others speak. ||
 * ** Stage 3: Comprehended Integration ** || ** Approaches: ** The Natural Approach, Interactionist Approach, Functional Approach


 * Explanation: ** At this point, students will have to make a very important decision-to accept or reject this new structure or rule. If students accept the rule, they may begin output, or store the information for later use. However, students may also decide that it does not fit into their understanding of language and reject the idea completely. This can lead to fossilization. || ** Materials and Resources Needed: **

As mentioned in the previous stage, most of this occurs in the student’s brain. However, as the student begins to accept or reject what they have understood, support materials may help them make their decisions. The materials mentioned in the above stage will help, but hearing language will benefit them just as much. ||
 * ** Stage 4: Output ** || ** Approaches: ** The Natural Approach, Interactionist Approach, Functional Approach


 * Explanation: ** Output is the culmination of the acquisition process; it is when a student uses what they have learned in any form (verbal or written). As the students begin producing output, teachers (and others) can provide vital feedback that aids students by confirming their correct use of language or by providing further examples to help strengthen their understanding. || ** Materials and Resources Needed: **

During Stage 4, students once again begin to interact with their surroundings. There are many things a teacher can have available at this stage to help. Especially with younger students, puppets may aid the interaction process by lowering their affective filter and opening them to positive and negative results. Students may also try some of their language by writing and it will be important to have writing materials on hand. ||
 * ** Suggestions and Tips for Teachers ** || ** Approaches for Beginners / Limited English Proficiency/Younger ESL Students ** Total Physical Response is a great way to get students to interact with the target language without being forced to break out of the silent period. As students begin to break out of their silent periods, using the Natural Approach is appropriate as well as the Interactionist Approach.

The Natural Approach helps create a wonderful environment for my Classroom as Language Lab idea. When students have a safe environment in which to try out the new aspects of language they are learning, they are open to the valuable tool of feedback and communication. This approach is also appropriate because it allows for lots of interaction between students and other students as well as students and teachers. These students may also benefit from the Formative and Interactionist Approaches. || ** Materials and Resources Needed: **
 * Approaches for Moderate English Proficiency/ Middle School Students/ High School Students **

Beginners/Limited English Proficiency/Younger ESL Students – when dealing with younger students and beginners, the more things they can get their hands on the better. Realia is incredibly important for these students as well as anything they can interact with such as puppets or materials for role playing.

Moderate English Proficiency/Middle School Students/High School Students – While it is not unheard of that these students would work well with some of the things mentioned for the other students, these students will benefit greatly from hands on activities, group interaction, and activities where something tangible must be produced. ||

Beers, K. (2003). //When kids can’t read: What teachers can do.// Portsmouth, NH: Heinemann. Fromkin, V., Hyams, N., & Rodman, R. (2003). //An introduction to language// (7th ed.). Boston, MA: Thomson Wadsworth. Gass, S. M. & Selinker, L. (2008). // Second language acquisition: An introductory course. // New York, NY: Routledge. Richard-Amato, P. A. (2003) //Making it happen: From interactive to participatory language teaching// (3rd ed.). White Plains, NY: Pearson Education.