Learners progress systematically Understand that second language learning is a through predictable stages in their lengthy process in which what is is not taught interlanguage development, although always what is immediately or learned produced. progress occurs at different rates for Identify and respond to features of learners’ different people. language production and comprehension that are associated with the different stages of language development: In the provide simple silent stage, language for learners to listen to and process, without requiring or expecting too much language production. In the give early production stage, students the opportunity to use and respond to the small set of concrete vocabulary they have developed (@1,000 words), through the use of simple yes/no, choice, and who/what/where questions. In the engage speech emergence stage, students in communicative tasks using the short phrases and sentences they can construct from their growing vocabulary (@3,000 words). In the intermediate language proficiency encourage learners to elaborate stage, their language through expressing more complex and abstract ideas, opinions, and language functions. In the advanced language proficiency enable learners to develop and use stage, specialized content-area vocabulary and language functions that prepare them for spoken and written communication in social, academic, and professional contexts. Monitor patterns in ESOL language errors and design instructional activities that encourage progression to the next developmental stage. Recognize that making mistakes is often a necessary sign of progress, as the ESOL learner
Learners progress systematically through predictable stages in their interlanguage development, although progress occurs at different rates for different people. Understand that second language learning is a lengthy process in which what is taught is not always what is immediately learned or produced. Identify and respond to features of learners’ language production and comprehension that are associated with the different stages of language development: In the silent stage, provide simple language for learners to listen to and process, without requiring or expecting too much language production. In the early production stage, give students the opportunity to use and respond to the small set of concrete vocabulary they have developed (@1,000 words), through the use of simple yes/no, choice, and who/what/where questions. In the speech emergence stage, engage students in communicative tasks using the short phrases and sentences they can construct from their growing vocabulary (@3,000 words). In the intermediate language proficiency stage, encourage learners to elaborate their language through expressing more complex and abstract ideas, opinions, and language functions. In the advanced language proficiency stage, enable learners to develop and use specialized content-area vocabulary and language functions that prepare them for spoken and written communication in social, academic, and professional contexts. Monitor patterns in ESOL language errors and design instructional activities that encourage progression to the next developmental stage. Recognize that making mistakes is often a necessary sign of progress, as the ESOL learner
ESOLstandards.docx