Ksha.org
Stages of Second Language Acquisition in Preschoolers (Krashen & Terrell)
along with WIDA estimates
|Stages |Characteristics |Techniques |
| Preproduction |Silent period |Lots of visual/gestural cues |
| |Not yet speaking the language |1-2 word models |
| |Gestures, points, draws/ usa gestos, apunta, dibuja |Option to respond verbally or nonverbally |
| |Nods “Yes” and “No” |If child is verbal, requests for 1-2 responses with model and |
| |Minimal comprehension |cues |
| | |Simple yes/no questions |
| | |What/where/who/which…? (with cues) |
| | |Do you want/Is it the (unlikely choice) or (the likely choice)?|
|Early Production (Entering) |Produces 1-2 word responses (Telegraphic speech) |Visual/gestural cues |
| |Participates using key words and familiar phrases |3-4 word models |
| |(Formulaic speech) |Requests for 1-3 word responses with verbal model and cues |
| |Uses present-tense verbs |Yes/no questions |
| |Limited comprehension |What/where/who/which…? (with cues) |
| | |Do you want/Is this a (unlikely choice) or (the likely choice)?|
| | |Either/or questions |
|Speech Emergence |Phrases or short 3-4 word sentences (Productive |Visual cues |
|(Beginning) |language use) |5+ word models (e.g., and, but) |
| |Makes grammar and pronunciation errors |Tell me something about… |
| |Beginning to have 2 vocabularies |Why/How...? |
| |May mix vocabulary and grammar |How are these the same/different? |
| |Basic comprehension |Have child retell short story after model |
|Intermediate |Can produce simple and some complex sentences |Complex models (e.g., because, so, that, if) |
|(Developing) |Makes grammatical errors |What would happen if...? |
| |Can tell short stories |Why do you think...? |
| |Developing 2 vocabularies and grammars |Model problem-solving language |
| |Good comprehension | |
|(Expanding) |Can produce a variety of complex sentences |Complex models (e.g., because, so, that, if) |
| |Minimal vocabulary/grammatical errors that do not |What would happen if...? |
| |impede the meaning of the message |Why do you think...? |
| |Very good comprehension |Elicit problem-solving language |
|Advanced Fluency |The student is approaching a near-native level of |Complex models (e.g., because, so, that, if) |
|(Bridging) |speech. |What would happen if...? |
| |Excellent comprehension |Why do you think...? |
| | |Elicit problem-solving language |
| (Reaching) |Near-native level of speech. | |
Stages of Second Language Acquisition in Preschoolers (Krashen & Terrell)
along with WIDA estimates
|Stages |Characteristics |Techniques |
| Preproduction |Periodo silencioso |Lots of visual/gestural cues |
| |todavia no habla el lenguaje |1-2 word models |
| |Usa gestos, apunta, dibuja |Option to respond verbally or nonverbally |
| |Senala con la cabeza “Si” y “No” |If child is verbal, requests for 1-2 responses with model and |
| |Comprension es minima |cues |
| | |Simple yes/no questions |
| | |What/where/who/which…? (with cues) |
| | |Do you want/Is it the (unlikely choice) or (the likely choice)?|
|Early Production (Entering) |Produce respuestas de 1-2 palabras ( |Visual/gestural cues |
| |Participa usando palabras claves y frases familiars. |3-4 word models |
| |Usa verbos que expresan el presente |Requests for 1-3 word responses with verbal model and cues |
| |Comprension limitada |Yes/no questions |
| | |What/where/who/which…? (with cues) |
| | |Do you want/Is this a (unlikely choice) or (the likely choice)?|
| | |Either/or questions |
|Speech Emergence |Usa frases o oraciones cortas de 3-4 palabras (Usa el|Visual cues |
|(Beginning) |lenguaje productivamente) |5+ word models (e.g., and, but) |
| |Hace errores gramaticos y de pronunciacion |Tell me something about… |
| |Empieza a tener 2 vocabularios |Why/How...? |
| |Mezcla vocabulario y las reglas de los 2 idiomas |How are these the same/different? |
| |Comprension basica |Have child retell short story after model |
|Intermediate |Puede crear oraciones simples y complejas |Complex models (e.g., because, so, that, if) |
|(Developing) |Hace errores gramaticos |What would happen if...? |
| |Puede decir historias cortas |Why do you think...? |
| |Desarrollando 2 vocabularios y 2 gramaticas |Model problem-solving language |
| |Buena comprension | |
|(Expanding) |Puede crear oraciones complejas |Complex models (e.g., because, so, that, if) |
| |Errores minimos con vocabulario y gramatica que no |What would happen if...? |
| |impactan el significado del mensaje. |Why do you think...? |
| |Muy buena comprension |Elicit problem-solving language |
|Advanced Fluency |El estudiante esta alcanzando un nivel de lenguaje |Complex models (e.g., because, so, that, if) |
|(Bridging) |muy cercano al lenguaje nativo. |What would happen if...? |
| |Excelente comprension |Why do you think...? |
| | |Elicit problem-solving language |
| (Reaching) |Near-native level of speech. | |
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