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Andra Catalano

EDUC 359
September 12, 2016
Reflection 2
1) Identify the 5 stages of language acquisition, key factors (3-4) about
each stage, and at least one effective strategy that can be used with
ELL students from that stage.

The 5 stages of language acquisition include: Preproduction,

Early Production, Speech Emergence, Intermediate Fluency, and

Advanced Fluency.
Preproduction- In the preproduction stage the student as minimal
comprehension, does not verbalize well, and typically nods yes
and no. The student also tends to draw/ point. During this
stage it can be effective for teachers to ask questions such as

show me, circle the, where is? and who has?.

Early production-The student typically has limited
comprehension, produces one- or two- word responses, uses key
words and familiar phrases and uses present tense verbs. A
student would normally be in this stage for 6 months to a year. It
is helpful for teachers to ask yes or no questions, either or

Speech Emergence- The student has good comprehension, can
produce simple sentences, makes grammar and pronunciation
errors and frequently misunderstands jokes. In this stage it is

good for the teacher to ask why and how questions. Its also

helpful to ask the student to explain him or herself.

Intermediate Fluency- The student has excellent comprehension
and makes few grammatical errors. A student can be stuck in this
phase for 3-5 years. For the teacher asking prompting questions
such as what would happen if? and why do you think? Or
questions that require more then a sentence response are often

Advanced Fluency- The student has a near native level of speech
and can be in this phase for 5-7 years. At this point the ELL
learner is pretty advanced and close to being almost 100 percent
fluent. Questions teachers can ask during this phase are decide
is or retell.

2) Identify the 4 methods of co-teaching, a brief description of each

method, and an example of how each method of co-teaching can be
used effectively for classrooms with ELL students.

The 4 methods of co-teaching include: Parallel teaching, team

teaching, co-teaching and complimentary teaching.

Parallel teaching-In parallel teaching, the teachers are both
covering the same information, but they divide the class into two
groups and teach simultaneously. ELL students can benefit from
this type of teaching because they will have more supervision

and support by the teacher. This will give them the opportunity

to respond more and ask more questions.

Team Teaching- In team teaching the members of the team coteach along side one another and share responsibility for
planning, teaching, and assessing the progress of all students in
the class. This could be beneficial for ESL students because they
have more then one place to look for guidance. They can turn to

both teachers to get information.

Co-Teaching- Two teachers (teacher candidate and cooperating
teacher) working together with groups of students; sharing the
planning, organization, delivery, and assessment of instruction,
as well as the physical space. This is an effective teaching
strategy with ELL students because they have 2 resources to look
to for help. They also may be able to get more individualized
attention with two teachers teaching. If one of the teachers is
giving instruction the other can be walking around providing

extra help for students that need it.

Complimentary Teaching- Where a member of the co-teaching
team does something to supplement or complement the
instruction provided by the other member of the team. This
would be effective in teaching ELL students because they can
see the same information in two different ways. It may help them
to make connections and store information.