H.+Integrated+View

=An Integrated View of Second Language Acquisition=

Overview:
This page highlights all the aspects of Second Language Acquisition detailed in this wiki. Hopefully the graphic organizer below will serve as a useful resource for teachers, parents, and students hoping to improve their teaching and learning! Enjoy!


 * **Stage 1: **
 * Apperceived Input **

Represents information that students recognize as necessary for acquisition of new language during early stages. || **Approaches: **The Natural Approach, The Functional Approach, Innate Approach

During the ‘silent period,” students begin to recognize aspects of language that are important for the actual production of language. Don’t expect students to be able to produce language until after they have had a chance to recognize this type of information. || **Materials and Resources Needed: **
 * Explanation: **


 * Images
 * Songs
 * Videos
 * Manipulatives
 * Artwork
 * Picture books
 * Interactions with adults and peers ||
 * **Stage 2: Comprehended Input **

<span style="font-family: 'Calibri','sans-serif';">Occurs once students begin to recognize patterns of language sounds. Students begin to recognize and analyze information in L2. || **<span style="font-family: 'Calibri','sans-serif';">Approaches: **<span style="font-family: 'Calibri','sans-serif';">The Natural Approach, The Typological Approach, The Social Interactionist Approach

<span style="font-family: 'Calibri','sans-serif';">During this period, students should have information reinforced to encourage recognition of patterns, lexicon, and other aspects of language. Interaction expectations should increase during this period. || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: **
 * <span style="font-family: 'Calibri','sans-serif';">Explanation: **


 * <span style="font-family: 'Calibri','sans-serif';">Cooperative learning
 * <span style="font-family: 'Calibri','sans-serif';">Manipulatives
 * <span style="font-family: 'Calibri','sans-serif';">Picture books
 * <span style="font-family: 'Calibri','sans-serif';">Discussion
 * <span style="font-family: 'Calibri','sans-serif';">Artwork
 * <span style="font-family: 'Calibri','sans-serif';">Videos
 * <span style="font-family: 'Calibri','sans-serif';">Graphic organizers
 * <span style="font-family: 'Calibri','sans-serif';">Games ||
 * **<span style="font-family: 'Calibri','sans-serif';">Stage 3: Comprehended Integration **

<span style="font-family: 'Calibri','sans-serif';">Connections between L1 and L2 are made. L2 information may now be stored and used later. || **<span style="font-family: 'Calibri','sans-serif';">Approaches: **<span style="font-family: 'Calibri','sans-serif';">Processing Approach, The Social Interactionist Approach, The Functional Approach

<span style="font-family: 'Calibri','sans-serif';">During this period, students still need to process information learned in L2 but are able to connect information more meaningfully. Trial and error are important during this stage as students learn to develop their own knowledge of the language. || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: **
 * <span style="font-family: 'Calibri','sans-serif';">Explanation: **


 * <span style="font-family: 'Calibri','sans-serif';">Cooperative learning
 * <span style="font-family: 'Calibri','sans-serif';">Discussion
 * <span style="font-family: 'Calibri','sans-serif';">Artwork
 * <span style="font-family: 'Calibri','sans-serif';">Videos
 * <span style="font-family: 'Calibri','sans-serif';">Graphic organizers
 * <span style="font-family: 'Calibri','sans-serif';">Games
 * <span style="font-family: 'Calibri','sans-serif';">Books
 * <span style="font-family: 'Calibri','sans-serif';">Analysis ||
 * **<span style="font-family: 'Calibri','sans-serif';">Stage 4: Output **

<span style="font-family: 'Calibri','sans-serif';">This stage is the ‘end result’ of acquisition. Output is the production of appropriate and correct use of language. || **<span style="font-family: 'Calibri','sans-serif';">Approaches: **<span style="font-family: 'Calibri','sans-serif';">The Task-Based Learning Approach, Interactionist Approach, The Interactionist Approach


 * <span style="font-family: 'Calibri','sans-serif';">Explanation: **

<span style="font-family: 'Calibri','sans-serif';">During this period, students will interact with the language a lot. Trial and error continue to be important, as well as teacher feedback. Provide ample opportunity for students to practice speaking, writing, and reading. || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: **

<span style="font-family: 'Calibri','sans-serif';">The Natural Approach, The Functional Approach
 * <span style="font-family: 'Calibri','sans-serif';">Cooperative learning
 * <span style="font-family: 'Calibri','sans-serif';">Discussion
 * <span style="font-family: 'Calibri','sans-serif';">Artwork
 * <span style="font-family: 'Calibri','sans-serif';">Videos
 * <span style="font-family: 'Calibri','sans-serif';">Graphic organizers
 * <span style="font-family: 'Calibri','sans-serif';">Games
 * <span style="font-family: 'Calibri','sans-serif';">Books
 * <span style="font-family: 'Calibri','sans-serif';">Analysis ||
 * **<span style="font-family: 'Calibri','sans-serif';">Suggestions and Tips for Teachers ** || **<span style="font-family: 'Calibri','sans-serif';">Approaches for Beginners / Limited English Proficiency: **

<span style="font-family: 'Calibri','sans-serif';">The Natural Approach, The Functional Approach, The Typological Approach, The Interactionist Approach
 * <span style="font-family: 'Calibri','sans-serif';">Approaches for Moderate English Proficiency: **

<span style="font-family: 'Calibri','sans-serif';">The Input Processing Approach, The Social Interactionist Approach, The Functional Approach
 * <span style="font-family: 'Calibri','sans-serif';">Approaches for Younger ESL Student: **

<span style="font-family: 'Calibri','sans-serif';">The Natural Approach, The Functional Approach, The Typological Approach, Task-Based Learning, The Lexical Approach
 * <span style="font-family: 'Calibri','sans-serif';">Approaches for Middle School: **

<span style="font-family: 'Calibri','sans-serif';">The Natural Approach, The Functional Approach, The Typological Approach, Task-Based Learning, The Interactionist Approach, The Lexical Approach || **<span style="font-family: 'Calibri','sans-serif';">Materials and Resources Needed: **
 * <span style="font-family: 'Calibri','sans-serif';">Approaches for High School: **


 * <span style="font-family: 'Calibri','sans-serif';">For Beginner and Young Students: **
 * <span style="font-family: 'Calibri','sans-serif';">songs
 * <span style="font-family: 'Calibri','sans-serif';">games
 * <span style="font-family: 'Calibri','sans-serif';">manipulatives
 * <span style="font-family: 'Calibri','sans-serif';">visual aids
 * <span style="font-family: 'Calibri','sans-serif';">interaction
 * <span style="font-family: 'Calibri','sans-serif';">cooperative learning
 * <span style="font-family: 'Calibri','sans-serif';">picture books
 * <span style="font-family: 'Calibri','sans-serif';">drawing/artwork


 * <span style="font-family: 'Calibri','sans-serif';">For Moderate, Advanced, and Older Students: **
 * <span style="font-family: 'Calibri','sans-serif';">cooperative learning
 * <span style="font-family: 'Calibri','sans-serif';">interaction/discussion
 * <span style="font-family: 'Calibri','sans-serif';">manipulatives
 * <span style="font-family: 'Calibri','sans-serif';">graphic novels
 * <span style="font-family: 'Calibri','sans-serif';">visual aids/note cards
 * <span style="font-family: 'Calibri','sans-serif';">artwork
 * <span style="font-family: 'Calibri','sans-serif';">games
 * <span style="font-family: 'Calibri','sans-serif';">video
 * <span style="font-family: 'Calibri','sans-serif';">computers ||

References:
An integrated view of sla. (n.d.) Retrieved from [] Craig, D.V. (2011). SLA: classroom applications and final project. Retrieved from https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=1933713&tId=18292428. Gass, S.M. & Selinker, L. (2008). //Second language acquisition: an introductory course. (3rd edition). New York, New York: Routledge.// Finney, M. A. (1997, November). [Review of the book //Input, Interaction, and the Second Language// Learner by S.M. Gass]. //TESL-EJ//, 3, 1. Retrieved from []