23. Bilingualism means the ability to
speak two languages.
Multilingualism usually means the
ability to speak more than two
languages.
If someone speaks English and Spanish
colloquially and nothing else beyond a
few expression, they’re bilingual. If they
speak English, Spanish, German and
24.
25. When you are bilingual in
two languages you are able
to speak in two separate
languages. When you are
multilingual you are able to
communicate and interact
within two separate cultural
societies (Baker,2011).
29. . You have more career prospects
available to you because of
multilingualism
It creates an opportunity for
early diversity.
Multilingualism improves a
person’s working memory.
30. Learning one new language makes
it easier to learn more.
Being multilingual allows for
individual wisdom to develop.
You can travel with more
convenience because you
understand what others are
saying.
31.
32. Second language acquisition, or
sequential language acquisition,
is learning a second language
after a first language is
already established.
33.
34. Preproduction,
Early Production,
Speech Emergence,
Intermediate Fluency,
and Advanced Fluency
35. Occurs when the ESL student is not
producing any language and is therefore
silent. This stage is natural and all students
experience this stage when first learning
English.
The Pre-
Production stage,
or Silent Period
36. Early preproduction
ESL students will eventually begin to say a few words and
short phrases. Because of this, the teacher can elicit one
word or two word responses such as Yes/No questions. If
the student feels comfortable, he/she can state commands
during a TPR activity instead of the ESL teacher giving the
commands. Texts that contain a predictable pattern are
effective for ESL students at this stage.
37. Speech emergence
In the Speech Emergence Stage, the student has developed about 3,000 words
and is able to use simple phrases and sentences when producing the English
language. Language is used more naturally at this stage meaning that you can
begin to have freer more natural conversations with the student.
Students at this stage may not be grammatically correct, so
teachers need to model the correct grammar instead of directly
correcting the student (unless the student wants to be corrected
in a direct way).
38. Intermediate fluency
At this stage, ESL students are producing more complex
sentences and the focus is less on social language and more on
academic language.
Students are able to understand classroom content with some
support. The more the student learns the English language, the
better they are able to access academic content and the less
support they will need.
39. Advance fluency
The last stage among the five stages of developing the English language is
the Advanced Fluency stage. Students at this stage are very close to
having native-like proficiency in content areas. They are able to access
content in the classroom, but may still need help with academic vocabulary
or abstract language such as phrasal verbs or idioms. Students at this stage
are close to, or already have, exited from ESL services. It is important to
express to classroom teachers that students at this stage are still learning
English and may need help with vocabulary words and abstract language.
