Language Acquisition Timeline/Chart:
Language Acquisition Timeline/Chart
Create a timeline or a chart that includes at least 10 significant milestones that define students’ primary and secondary language acquisition from birth to 18 years.
Include a description of how sociocultural factors can affect achievement of milestones of first and second language acquisition.
Describe an application of each milestone to instructional methods utilized in a classroom supporting ELD students at varied levels of language acquisition.
This timeline includes age definitions for the native speaker and stages for the second language learner. A second language learner may begin learning the language at any age in their lives. Therefore the milestones for them are given mostly in their grammar and verbal response acquisition. However, the milestones for the native speaker are in given in acquiring of sounds and words.
|Native Speaker | |6 months |1 year |18 months | |
|1st Language | | | | | |
|Acquisition |3 months | | | |2 years |
| | | | | | |
|2nd Language | | | | | |
| | | | | | |
|Speaker | | | | | |
|Stages | | | | | |
| |B sounds and L sounds. Makes|Able to get attention with noises. |Common word comprehension (bye bye,|Single word use as well as |Two and 3 word phrases express |
| |babbling sounds, may be |Watches and imitates facial |da da, no) – gestures help |simple question comprehension |desires (more egg please) Follows |
| |calmed with tone of voices |expressions. Coos |understanding |(where is your eye). Increased|dimple directions (get the book, sit |
| | | | |babbling |down) Greater comprehension than |
| | | | | |production. Has ~300 words |
| | | | | | |
| |3 years |4 years |5 years |6-10 years |18 years |
| | | | | | |
| | | | | | |
| |Continues to follow simple |Multiple step directions, knows name|Increased number of directions, |Comprehension ~ 15,000 – |Extensive reading capabilities, |
| |directions, knows directions|of self and some others. Can relate |knows and pronounces letters and |25,000 words, can classify, |analysis and critical reaction of |
| |(under, over), understands |a short event. Sentence structure of|most blends and combinations |find opposites, place things |multiple viewpoints. able to edit own|
| |comparative words. |~4-5 words in length. Asks |correctly. |in time order and is aware |and others speech and written word, |
| |Understands ~900 words |questions. ~1500-2000 word |Understands 2000-3000 words. |that others can make speaking |scientific texts |
| |Speaks ~300 |comprehension. No longer totally |Sentence length 5-8 word. Enjoys |and writing errors | |
| | |egocentric. |telling long stories. | | |
| |Pre-Production (I) |Early Production (II) |Speech Emergence (III) |Intermediate Fluency (IV) | |
|Stage | | | | | |
| | | | | |Advanced Fluency (V) |
| | | | | | |
|2nd language | | | | | |
|learner | | | | | |
| |Silent period. up to 500 words |May last up to 6 months, approx. 100|Approx. 3000 words, simple phrases,|Approx. 6000 words, uses |May take between 4-10 years to |
| |(repetitive), parrots speech, high |word vocabulary, May combine 1- or |simple questions and sentences, |complex sentences in both |achieve, followed by exiting |
| |response to pictures, imitates |2-words (phrases), some memorization|short conversations (mostly BIC), |speaking & writing, able to |ESL/support programs to follow |
| |gestures – emphasis is on |(may not be correct) – some formula |understands easy stories (read |express thoughts, asks |similar progress of first language |
| |understanding |type responses or initiated |aloud picture support) – |helpful questions. Usually |learner. Needs continued support |
| | |statements (“howzit goin’?”) – |comprehension increases |at grade level (math & |(writing/social studies etc.) from |
| | |energy and emphasis is on | |science), writing has many |classroom teacher |
| | |understanding | |grammatical errors | |
Include a description of how socio-cultural factors can affect achievement of milestones of first and second language acquisition.
Second language acquisition goes through many expectation levels. During the first two phases (silent or pre-production), expectations are high, both on the part of the student as well as the teacher (Who are ELL Students, n.d.). Multiple expectations prevail as a student tries to fit two cultures into one. They question what academic success means. They are discovering what their behavioral expectations are. Social relationships both in and out of school are woven into the educational process. At this point parents or caregivers are extremely important for the student’s growth as they begin to leave the home for educational experiences. Pre-school and organized play dates help to facilitate social progress. The young child is constantly accepting and rejecting socio-cultural information as they encounter it (Social Development Theory , n.d.) making them more and more sophisticated as they extend their language and cognitive awareness/development. Language is extremely important in all phases of their lives. Language is the common denominator as the child balances social and culture experiences.
Describe an application of each milestone to instructional methods utilized in a classroom supporting ELD students at varied levels of language acquisition.
1. Level Pre Production (I) - 500 words (2-3 word sentences) – use higher order thinking instructions. Although it may appear that the child cannot understand, it is a portion of a set of steps for assisting them in the meaning of instructions. Do not differentiate the levels or stages as a first instruction.
2. Level Early Production (II) - provide visual aids and pictures to help leaning. As much as possible, allow students to experience learning with kinetic, hands on activities. They can draw and sort (organize) and participate in small group learning activities.
3. Level Speech Emersion (III) – Rhyming and other word play such as memorization and small group jigsaw activities with pieces of a story.
4. Level Speech Emersion (III) – Utilizing dual language in presentations or in instructional activity (tell how to line students up) (Instructional Strategies …, n.d.). Allot other students to participate or critique the direction giving.
5. Level Early Production/Speech Emersion (II & III) – Teachers should provide a rich environment of stories that are enjoyable when read aloud (energetic and highly descriptive). Reading level should be appropriate and still be of interest to physical age of student.
6. Level Intermediate Fluency (IV) – Provide students with interesting topics for which there may be more than one opinion. Allow them to express their preference through different forms of writing (poetry, plays, tall tales). Be certain that the higher level concepts are taught separately in order to be used properly.
7. Level Intermediate Fluency (IV) – Provide atmospheres within the classroom where questions can be asked safely (i.e. not in front of the entire class). Give small groups topics which are appropriate and ask the group to come up with 5 questions.
8. Level Intermediate Fluency (IV) – As grammar and verb tense usage improve write about an event as if it happened today, yesterday and tomorrow. Students are capable of giving each other positive and helpful feedback.
9. Level Advanced Fluency (V) – Students are preparing to exit the program. Now is the time to go over the differences between the ESL approach to English methodologies and the non-ESL approach. Not only is this a positive growth step, but it helps them to compare and contrast … two higher level thinking skills repeatedly needed outside the ESL program
10. Level Advanced Fluency (V) – Teachers should show a solemn respect for the child’s growth as a live long learner and give them a reading gift to show the rite of passage.
References
Instructional Strategies that Support the Success of English Language Learners, (n.d.). Retrieved September 2012 from
Social Development Theory (n.d.). Retrieved September 2012 from
Who are ELL Students, (n.d.). Retrieved September 2012 from
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Stage III
Stages I and II
Stage IV
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