This document discusses teaching English to students learning English as an additional language. It defines who English language learners are and emphasizes the importance of understanding students' socio-cultural backgrounds. Theories on first and second language acquisition are examined, including behavioral, innatist and interactionist perspectives. Stages of second language development and implications for instruction are also outlined. The document stresses the need for explicit instruction, modeling, practice and support for English language learners that is differentiated from teaching English as a first language.

2. Who is an English as an Additional
Language Learner?
O A student who is a non-native English speaker who
uses another primary language at home
O Students born in another country who have
immigrated with their family
O Children born here into a family of non-English
speakers
O Indigenous people who speak the native language
or dialect
O A migratory child whose native language is not
English

3. Socio-cul tural knowledge
What do I need to know?
The Basic Facts
• Where is the student from?
• How long have they been here?
• Where and with whom is the student living?
• What were the circumstances of immigration?
• What language or languages are spoken at home?
• How well do they know their primary language?
Prior School Experience
• If possible, gain school records from the previous
school. You may need the help of an interpreter.

4. The Home
Culture
O What are the basic features
of the home culture?
O Religious beliefs, customs,
food preferences, and
restrictions, roles and
responsibilities of children
and adults.
O How do children relate to
adults and how do they
address one another?
O How does this child feel
about being here?

6. So…How do children learn
their first language?
O There are a few different theories

7. How do children learn their first language? (L1)
Acquisitio
n Aspects
Behaviourist
Perspective
Innatist
Perspective
Interactionist
Perspective
Linguistic Focus Verbal behaviors (not
analyzed per se): words,
utterances of child and
people in social
environment
Child’s syntax Conversations between child
and caregiver; focus on
caregiver speech
Process of
acquisition
Modeling, imitation,
practice, and selective
reinforcement of correct
form
Hypothesis testing and
creative construction
of syntactic rules using
LAD (an innate,
biological language
acquisition device)
Acquisition emerges from
communication; acts
scaffolded by caregivers
Role of child Secondary role; imitator
and responder to
environmental shaping
Primary role: equipped
with biological LAD,
child plays major role
in acquisition
Important role in interaction,
taking more control as
language acquisition
advances
Role of social
environment
Primary role: parental
modeling and
reinforcement are major
factors promoting
language acquisition
Minor role: language
used by others merely
triggers LAD
Important role in interaction,
especially in early years when
caregivers modify input and
carry much of conversational
load
Peregoy, F., & Boyle, O. (2013). Reading, Writing and Learning in ESL: A resource book for teaching K-12 English Learners (6th ed.). Upper Saddle River, NJ:
Pearson.

8. Stages of Development in L2 (Language 2)
• The Natural Approach describes several stages of language development that
it seems that every student progresses through no matter who they are. They
are:
Pr e p r o d u c t i o n , Ea r l y Pr o d u c t i o n ,
Sp e e c h Eme r g e n c e & I n t e rme d i a t e
F l u e n c y
Let’s look a bit closer at these
• Preproduction – also called the ‘silent period’ “the learner absorbs the sounds and
rhythms of the new language, learns to identify specific words, relies on contextual
clues for understanding key words, and generally communicates nonverbally.”
• “Once a learner feels more confident in the Early Production stage , words and
phrases are attempted, and responses can consist of single words (“yes”, “OK”,
“come”), two-or-three-word combinations (“gimme the ball,” “don’t go”), utterances
learned in one piece (Can-I-go-to-the-bathroom?”), and simple poems and songs.”
• “In the third stage” , Speech Emergence “utterances become longer and more
complex.”
• In the fourth stage, Intermediate fluency, “students begin to sustain conversations
and can recognize and correct their own errors.”
Diaz-Rico, L. (2013) Strategies for Teaching English Learners (3rd ed.). Upper Saddle River, NJ : Pearson
(pg.43)

9. How do children learn their
second language?
“Behaviorist, innatist and interactionist views of second language
development have influenced teaching methods over the span of several
decades. In today’s classrooms, you will see teaching strategies that
can be traced to each one. Currently, the most influential theories stem
from the innatist tradition,…and the interactionist tradition. The three
theoretical perspectives of second language acquisition bear certain
implications for instruction”, as outlined in the following table

10. Instructional Implications of
Second Language Acquisition Theories
I n s t r u c t i o n a
l
C o m p o n e n t s
B e h a v i o u r i s t I n n a t i s t I n t e r a c t i o n i s t
Source of linguistic
input
Language dialogues and
drills from teacher or
audiotape
Natural language from the
teacher, friends, or books
Natural language from the
teacher, friends, or books
Nature of input Structured by
grammatical complexity
Unstructured, but made
comprehensible by teacher
Unstructured, but focused on
communication between
learner and others
Ideal classroom
composition
All target language
learners of similar second
language proficiency
Target language learners
of similar second language
proficiency so i+1 can be
achieved
Native speakers together with
target language learners for
social interaction aimed at
communication
Student output Structured repetitions and
grammar pattern drill
responses
Output is not a concern; it
will occur naturally
Speaking occurs naturally in
communication with others
Pressure to speak Students repeat
immediately
“Silent period” expected No pressure to speak except
natural impulse to communicate
Treatment of errors Errors are corrected
immediately
Errors are not corrected;
students will correct
themselves with time
Errors that impede
communication will be
corrected naturally as meaning
is negotiated; some errors may
require explicit corrective
instruction
Peregoy, F., & Boyle, O. (2013). Reading, Writing and Learning in ESL: A resource book for teaching K-12 English Learners (6th ed.). Upper Saddle River,
NJ: Pearson.

11. How is teaching English as a first language different
from teaching English as a second language?
• Children are surrounded by language and its meaning
even before they are born. They are cared for in families
that speak, listen and respond.
• When a child comes into a classroom that same level of
interplay between adult and child is not available, so other
measures must be intentionally addressed so that the
child can quickly develop into a fluent communicator.
• Making up for this short-fall is the difference between
learning English as a first language and teaching it as
a second language.
Gibbons, P. (1991). Planning for a language of learning. In learning to learn in a second language. Newtown: PETA

12. The Four Strands of a Language Course
1. Meaning-focused input
Focusing on the ideas that are contained in the message e.g. “listening
to a story, taking part in a conversation, following instructions, or
watching television.
2. Language-focused learning
“giving attention to features of the language … for their spoken or
written form, their general meaning, the patterns that they fit into, or
their correct use.”
3. Meaning –focused output
“Learners are pushed” (to speak) “when through encouragement or
necessity they have to produce spoken language in unfamiliar areas.”
4. Fluency development activities
“Learners demonstrate fluency when they take part in meaning-focused
activity and do it with speed and ease without holding up the
flow of talk.”
Nation, P. (1996). The four strands of a language course. TESOL in Context. 6(1), 7-12.
http://search.informit.com.au/fullText;dn=101956;res=AEIPT> ISSN: 1030-8385.

13. Enthusiastic support and modelling from adults and peers
is needed; chances to copy and clarify meanings one-on-one.
This individual instruction should be focused on taking
the child to the next level, always done in an encouraging
and supportive manner.
Peter Strevens, a well-known British expert
on English language teaching says...
“the complex circumstances of teaching and learning
languages, with different kinds of pupils, teachers, aims and
objectives, approaches, methods and materials, classroom
techniques and standards of achievement make it
inconceivable that any single method could achieve optimum
success in all circumstances”
In Celce-Murcia, 1980

14. So what strategies do we need
for teaching EAL learners?
O In terms of classroom procedures, they need much more
repetition and practice
O More explicit instruction and concept-checking
O More careful paraphrasing of difficult vocabulary
O More demonstration and modelling
O More highly structured and sensitive elicitation of existing
knowledge
O More opportunities for controlled teacher-student
interaction and student-student interaction
O More time to absorb the rhythms and patterns of the target
language
O Methodical, planned language development, not just
opportunities for use.
Chris Davison in TESOL in Context

21. References