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environment while students engage in learning activities as they receive comprehensible input
(Krashen & Terrell,1983).
During the early stages of language acquisition, through the silent period, early production
period, and beginning speech, Basic Interpersonal Communicative Skills (BICS) are the primary
focus of the teacher and student. As students progress towards intermediate and advanced
linguistic skills, the more advanced vocabulary and grammar required for Cognitive Academic
Language Proficiency is gradually mastered (Perogoy, & Boyle, 2008).
There are plenteous strategies to scaffold English language learners as they develop literacy and
linguistic skills (Robertson, 2009).
In order to best support language development, teachers must use best practices and
techniques proven most effective. Practices such as cooperative learning, explicit instruction,
and differentiated instruction are building blocks for student success. Teachers must also
embrace the technological resources available to them for linguistic development. Activating
student prior knowledge and building background schema are other important practices for
teachers to employ. Instructors must use a variety of reading and writing initiatives, along with
ESL techniques, in order to facilitate the development of language skills (Echevarria, Vogt, &
Short, 2013).
From the interactionist perspective, language theory suggests that conversations between
teacher and student are key in classroom practices. The focus is on the teachers speech. The
teacher must speak at a ideal rate, pausing when necessary to ensure student comprehension,
allowing students to signify if they do not understand. Language acquisition emerges as the
teacher leads students through learning activities designed to resemble real-life. Teachers and
students communicate and interact, providing an ideal classroom environment for language
mastery. The behaviorist theory of language acquisition also points to the importance of teacher
modeling, student imitation, classroom practice, and selective reinforcement of the correct form
of language (Perogoy, & Boyle, 2008).
The classroom application of Kashens language acquisition theories results in a focus on
communication rather than grammatical form (1983). When a newcomer arrives in the
classroom, a teacher should allow the student a silent period and create a low-anxiety
environment. Kashens comprehensible input is the cornerstone for the sheltered instruction
model for teaching language learners. Specially designed academic instruction in English is
most beneficial. Along with conversational language development, explicit instruction is also
required for some linguistic topics and grammatical forms that might not develop without
targeted lessons (Perogoy, & Boyle, 2008).
The teacher must modify their speech in order to be comprehensible to students learning
English. Interactionist theory uses conversational partners to help students reach their
communicative goals. This conversational give-and-take, with learning by trial-and-error is
helpful as students acquire linguistic skills. In the classroom, student errors that impede
communication are corrected naturally as meaning is negotiated. The teacher corrects the errors
that require explicit instruction (Perogoy, & Boyle, 2008).
In summation, using the Sheltered Instruction Observation Protocol (SIOP) model of
instruction allows teachers to integrate content and language instruction most efficiently. The
SIOP model aids teachers in employing techniques that embrace the most effective language
acquisition theories. As it is researched based, the SIOP model is most successful in helping
students with all the components of learning a new language. When teachers employ the
techniques utilized in the SIOP model, their lesson planning and delivery system is ideally set to
utilize best theory through most effective classroom practices (Echevarria, et. al., 2013).
References
Echevarria, J. Vogt, M.E., Short, D. J. (2013). Making content comprehensible for English
learners: The SIOP Model. (4th ed.). New York: Pearson.
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Introduction to Language and Linguistics. Columbus, Ohio: The Ohio State University
Press.
Galda, L., Cullinan, B. E., & Sipe, L. R. (2010). Literature and the Child. (7th ed.).
Belmont, CA: Wadsorth Cenage Learning.
KENPRO (2010). Theories of language development in children. KENPRO Online Papers
Portal. Retrieved one online on October 31, from wwww.kenpro.org.
Krashen, S.D., & Terrell, T. D. (1983). Theoretical orientations among modern second language
methods and approaches. The Natural Approach. Hayward, CA: The Alemany Press.
Malone, D. (2012). Theories and research of second language acquisition. Topic 2LA Theories.
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Perogoy, S. F. & Boyle, O. F. (2008). Reading, Writing, and Learning in ESL. (5th ed.).
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Robertson, Kristina (2009). Reading 101 for English language learners. Colorin Colorado.
Retrieved on October 23 from www.colorincolorado.org/article/33830/?theme=print
Harvey, Stephanie & Goudvis, Anne (2007). Strategies that Work: Teaching Comprehension for
Understanding & Engagement. Portland, Maine: Stenhouse Publishers.