Question

A fourth-grade English language learner who recently arrived in the United States has been placed in a general education class. The student studied English in his home country and has strong literacy skills in English. He demonstrates comprehension of reading assignments and performs well on written assignments but never speaks up in class or in conversations with peers. He appears to be engaged in class discussions, but has difficulty responding when called on to contribute to the discussion. Based on theories about the stages of second language acquisition, the teacher could best address this student's learning needs by taking which of the following steps?

Answer 1

The student can be helped by gentle inclusion in spoken class activities and partnering them with native English speakers. This, combined with understanding the silent period in language acquisition and utilizing strategies such as code-switching, can aid in improving the student's active engagement in English discussions.

Step-by-step explanation:

The fourth-grade English language learner described in your question is demonstrating a pattern often observed in second language acquisition, where competent reading and writing skills outpace the active use of the second language in spoken conversation and dialogue. In this case, the student's reluctance to speak and engage in English oral discussions may be attributed to the 'silent period,' one of the five stages of second language acquisition theorized by linguists.

The 'silent period' is typically associated with the learner's hesitation to use the language extensively in fear of making mistakes. This stage is often short-lived, and as the learner becomes more comfortable, they begin to experiment with English vocabulary, grammar, and pronunciation. In this instance, the teacher could actively integrate this student into class discussions in a non-threatening manner and provide more opportunities for them to participate verbally. Using sentences and concepts the student is familiar with will improve his English oral skills.

Moreover, the teacher could encourage partnered activities with native English speakers in class. Integrating such activities will ensure the student's gradual immersion into English speaking, which, according to UCLA professor John Schumann's acculturation model, will eventually lead to successful language learning. Additionally, embracing practices such as code-switching, where students alternate between languages or language forms, might further help the student in authentic language learning and contribute positively to their academic progress.

Learn more about Second language acquisition