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5 Stages of Language Acquisition

The document outlines the 5 stages of language acquisition: 1. Pre-Production stage where students have minimal comprehension and no verbal production, and teachers should provide listening opportunities and use visual aids. 2. Early Production stage where students can respond with one-two words, and teachers should continue listening opportunities and introduce shared reading. 3. Speech Emergent stage where students' comprehension is good and they can make simple sentences, and teachers should ask open-ended questions and support use of content area texts.

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MuhammadMalek
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356 views2 pages

5 Stages of Language Acquisition

The document outlines the 5 stages of language acquisition: 1. Pre-Production stage where students have minimal comprehension and no verbal production, and teachers should provide listening opportunities and use visual aids. 2. Early Production stage where students can respond with one-two words, and teachers should continue listening opportunities and introduce shared reading. 3. Speech Emergent stage where students' comprehension is good and they can make simple sentences, and teachers should ask open-ended questions and support use of content area texts.

Uploaded by

MuhammadMalek
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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The 5 Stages of Language Acquisition

Stage

Students
Have:
Students
Can:
Teachers
Should:
Stage 1

Pre-Production

SOLOM
0-5
Minimal
comprehension

No verbal
production
Nod answers to questions
Point to objects or print
Categorize objects or pictures
Pantomime & role play
Draw cartoons & pictures
Move to show understanding
Match words or objects
Provide listening opportunities
Create a classroom full of language
Use mixed ability groups
Create high context for shared reading
Use physical movement
Use art, mime, and music
Stage 2

Early
Production

SOLOM
6-10
Limited
comprehension
One/two word
responses
Identify people, places, and things
Repeat memorable language
List & categorize
Listen with greater understanding
Use routine expressions independently
Ask yes no, Who? What? Where?
questions
Provide listening opportunities with rich
context
Have students: complete sentences
with 1-2 words label, manipulate
pictures/objects
Do shared reading with props, building
on prior knowledge
Use predictable & patterned books
Introduce dialogue journals
Stage 3

Speech Emergent

SOLOM
11-15
Good
comprehension
Enough
proficiency to
make simple
sentences (with
errors)
Describe events, places, and people
Recall facts
Explain academic concepts
Define new vocabulary
Retell information from text
Summarize
Compare & contrast

Ask open-ended questions
Model, expand, restate, & enrich
student language
Use patterned & predictable books
Support the use of content-area texts
with retelling, role-play, etc
Have students: describe personal
experiences , create books through
language arts experience activities
Stage 4

I ntermediate
Fluency

SOLOM
16-20
Excellent
comprehension
Few grammar
errors
Give opinions
J ustify views or behaviors
Negotiate with others
Debate with others
Defend actions & opinions
Persuade
Express the results of synthesis,
analysis, and evaluation
Structure group discussions
Guide use of reference materials
Provide more advanced literature
Ask students to create narratives
Provide for a variety of realistic writing
opportunities
Publish students writing
Stage 5

Advanced
Fluency

SOLOM
21-25
Near native
speech
Produce written and oral language that
is comparable to that of native speakers
of English of the same age
Continue on-going language
development through integrating
language arts and content-area
activities

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