and skills they have acquired, at a level in which they are competent, is almost as important as giving students the appropriate level of input (Pica et al., 1989, 1996; Swain & Lapkin, 1995). Krashen’s Affective Filter Hypothesis is another concept that has found wide acceptance with both researchers and ESL instructors (Krashen, 1981; Krashen & Terrell, 1983). This theory suggests that an individual’s emotions can directly interfere or assist in the learning of a new language. According to Krashen, learning a new language is different from learning other subjects because it requires public practice. Speaking out in a new language can result in anxiety, embarrassment, or anger. These negative emotions can create a kind of filter those blocks the learner’s ability to process new or difficult words. Classrooms that are fully engaging, nonthreatening, and affirming of a child’s native language and cultural heritage can have a direct effect on the student’s ability to learn by increasing motivation and encouraging risk taking. Examples of Instructional Strategies Linked to Second Language Acquisition Stages The chart below is adapted from the Oregon Department of Education publication The English (n.d.). Each of the five (5) stages of second language Language Learners’ Program Guide acquisition is linked to appropriate and specific instructional strategies. Early Speech Intermediate/ Advanced Silent/Receptive Production Emergence Proficiency Stages Stage I Stage II Stage III IV & V (Entering) (Beginning) (Developing) (Expanding/Bridging) Use visual aids and Engage students Conduct group Sponsor student panel gestures in charades and discussions discussions on the thematic linguistic topics* guessing games Speaking slowly, Do role-playing Use skits for Have students identify a social emphasizing key activities dramatic issue and defend their position* words interaction Do not force oral Present Have student fill Promote critical analysis and production out forms and evaluation of pertinent issues sentences applications* key words on Promote open Assign writing Assign writing tasks that involve the board with dialogues compositions writing, rewriting, editing, students copying critiquing written examples* them as they are presented Use pictures and Conduct student Have students Encourage critical interpretation manipulatives to interviews with descriptions of stories, legends, and poetry* help illustrate the guidelines of visuals and concepts written out props
and skills they have acquired, at a level in which they are competent, is almost as important as giving students the appropriate level of input (Pica et al., 1989, 1996; Swain & Lapkin, 1995). Krashen’s Affective Filter Hypothesis is another concept that has found wide acceptance with both researchers and ESL instructors (Krashen, 1981; Krashen & Terrell, 1983). This theory suggests that an individual’s emotions can directly interfere or assist in the learning of a new language. According to Krashen, learning a new language is different from learning other subjects because it requires public practice. Speaking out in a new language can result in anxiety, embarrassment, or anger. These negative emotions can create a kind of filter those blocks the learner’s ability to process new or difficult words. Classrooms that are fully engaging, nonthreatening, and affirming of a child’s native language and cultural heritage can have a direct effect on the student’s ability to learn by increasing motivation and encouraging risk taking. Examples of Instructional Strategies Linked to Second Language Acquisition Stages The chart below is adapted from the Oregon Department of Education publication The English Language Learners’ Program Guide (n.d.). Each of the five (5) stages of second language acquisition is linked to appropriate and specific instructional strategies. Silent/Receptive Stage I (Entering) Early Production Stage II (Beginning) Speech Emergence Stage III (Developing) Intermediate/ Advanced Proficiency Stages IV & V (Expanding/Bridging) Use visual aids and gestures Engage students in charades and linguistic guessing games Conduct group discussions Sponsor student panel discussions on the thematic topics* Speaking slowly, emphasizing key words Do role-playing activities Use skits for dramatic interaction Have students identify a social issue and defend their position* Do not force oral production Present sentences Have student fill out forms and applications* Promote critical analysis and evaluation of pertinent issues key words on the board with students copying them as they are presented Promote open dialogues Assign writing compositions Assign writing tasks that involve writing, rewriting, editing, critiquing written examples* Use pictures and manipulatives to help illustrate concepts Conduct student interviews with the guidelines written out Have students descriptions of visuals and props Encourage critical interpretation of stories, legends, and poetry*