Massachusetts Sheltered English Instruction Teacher
Endorsement Course
Session 4: Second Language Acquisition in the SEI Classroom
Participant Manual
Version 1.0
Contents
Overview of the SEI Teacher Endorsement Course Sessions ....................................................... 3
Session Information ...................................................................................................................... 3
Session Overview .............................................................................................................. 3
Regulatory Requirements Addressed in Session 4 ............................................................ 4
Session 4 Objectives ......................................................................................................... 4
Agenda .............................................................................................................................. 5
Session 4 Participant Handouts .................................................................................................... 6
What do you know about language proficiency? ................................................................ 6
Summarizing Theories of Language Acquisition ................................................................ 7
Theories of Language Acquisition – Instructional Implications ........................................... 8
Theories of Language Acquisition – Implications for YOUR teaching practice ................... 9
We’re going to Vietnam! .................................................................................................. 10
Cummins’ Four Quadrant Model Sorting Activity ............................................................. 11
Stages of Second Language Acquisition ......................................................................... 12
WIDA Levels of Language Proficiency ............................................................................. 13
Analyzing Sociocultural Factors ....................................................................................... 15
Upcoming Assignments .............................................................................................................. 17
Assignments due by Session 5 ........................................................................................ 17
Preparing for Session 5 (online) ...................................................................................... 17
Session 4 Notes .......................................................................................................................... 18
Participant Manual for the SEI Teacher Endorsement Course
Overview of the SEI Teacher Endorsement Course Sessions
Current Session
MODULE A: ELLs: Their World and Second Language Acquisition Process in the SEI Classroom
(Sessions 1—4)
1: Examining Data &
Policies Relevant to ELLs
2: Diversity within
ELL Populations
(ONLINE 3 HOURS)
3: Cultural & Social
Aspects of Teaching in
the SEI Classroom
4. Second Language
Acquisition in the SEI
Classroom
MODULE B: Academic Language and Literacy Development in the SEI Classroom
(Sessions 5—16)
5. Sheltering Content
(ONLINE 3 HOURS)
6: Vocabulary for ELLs I
7: Vocabulary for ELLs II
8. Vocabulary for ELLs III
(ONLINE 2 HOURS)
9: Reading for ELLs I
10: Reading for ELLs II
11: Reading for ELLs III
(ONLINE 2 HOURS)
12: Writing for ELLs I
13: Writing for ELLs II
14. Writing for ELLs III
(ONLINE 2 HOURS)
15: Large-Scale Assessments for ELLs and Lesson
Planning Presentations
16. Capstone Lesson Presentations, Course
Evaluations
Session Information
Session Overview
Session four provides participants with further study about the stages of second language acquisition, theories of
second language acquisition and factors that contribute to one learning a new language. Sociocultural influences,
political and ideological dimensions as well as socio-economic factors are presented. Including the components of
second language acquisition within all classroom settings will be addressed.
Participant Manual for SEI Teacher Endorsement Course
Session 4
Version 1.0
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Regulatory Requirements Addressed in Session 4
(Bolden regulations covered in the Session)
603 CMR 7.14: Endorsements
(1) SEI Teacher Endorsement
(b) Subject Matter Knowledge:
1. The basic structure and functions of language.
2. Second language acquisition factors as they affect access to the Massachusetts standards.
3. Social-cultural, affective, political, and other salient factors in second language acquisition.
4. Sheltered English immersion (SEI) principles and typologies:
i. General academic and domain-specific discourse practices relevant to the grade level (k-5 or
secondary), English proficiency level, and content area (English language arts and history;
science and mathematics; other content areas).
5. Implementation of strategies for coordinating SEI and English language development instruction for English
language learners.
6. Federal and Massachusetts' laws and regulations pertaining to English language learners.
7. Understanding of diversity and background of English language learner populations, including family
systems, and communities, and their impact on teaching and learning.
8. Theory, research, and practice of reading and writing for English language learners.
i. Practices and approaches for developing reading and writing skills and comprehension in English for
English language learners who are at different levels of English language proficiency.
9. The role of oral language development in literacy development for English language learners.
10. Formative and summative assessments for English language learners.
11. Literacy and academic language development.
i. The role of vocabulary development in accessing academic language.
Session 4 Objectives
At the end of this session, participants will be able to

identify and explain key theories of first language acquisition, in particular, Behaviorist, Innatist and
Interactionist; (SEIT 1, 2)

describe stages of second language development; (SEIT 2, 3)

express familiarity with fundamental theories and understandings related to SLA, e.g., Cummins’
Common Underlying Proficiency, Basic Interpersonal Communication Skills (BICS) and Cognitive
Academic Language Proficiency (CALP) distinction, Krashen’s Five Hypotheses, language transfer, and
language competence vs. performance; (SEIT 2, 3)
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demonstrate an understanding of how long it takes for ELLs to become proficient in English and how
effective SEI and ESL/ELD instruction can accelerate that process; (SEIT 2, 3)

understand the significance of various key factors on second language acquisition, such as age, prior
schooling in the L1, L1 literacy level, familiarity with school culture and academic discourses,
metalinguistic/metacognitive awareness, motivation, and personality; (SEIT 2, 3, 8, 9, 11)

explain when to emphasize fluency and communication and when to emphasize explicit error correction;
(SEIT 2, 4)
Participant Manual for SEI Teacher Endorsement Course
Session 4
Version 1.0
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
distinguish between myths and facts related to Second Language Acquisition; (SLA).

define “sociocultural,” “political,” and “ideological” in regard to second language acquisition; (SEIT 3)

demonstrate knowledge of sociocultural, political, and ideological factors that can affect second language
development (e.g., social distance, social and cultural capital, race/ethnicity, and identity); (SEIT 2, 3)

create schools and classroom environments that reduce the environmental “affective filter.” (SEIT 2, 3)
Agenda
I.
Introduction to Session 4 (10 min)


II.
Language Acquisition Theories (50 min)
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
III.
Roadmap and Agenda (7 minutes)
Objectives (5 minutes)
Introduction to Language Acquisition (14 min)
Language Acquisition Theory Presentations (21 min)
Instructional Implications for ELLs Modified True and False (10 min)
Implications for Teaching Practice (5 min)
Other Second Language Acquisition (SLA) Theories (20 min)


We’re going to Vietnam! (10 min)
Cummins’ SLA Theories (9 min)
IV.
Break (10 min)
V.
Other SLA Theories and Implications – continued (30 min)


VI.
Stages of SLA and Factors that Influence it (55 min)

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
VII.
Cummins’ SLA Theories – continued (20 min)
Implications for Teaching (5 min)
Learning about Stages of SLA (13 min)
Factors that Influence SLA (32 min)
Key Take Away and Reminders (10 min)
Wrap-Up (5 min)


Assignments (4 min)
Assigned Readings (1 min)
Participant Manual for SEI Teacher Endorsement Course
Session 4
Version 1.0
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Session 4 Participant Handouts
What do you know about language proficiency?
Complete each statement about language proficiency.
1. Being proficient in a language means that a person can _________________________________
_________________________________________________________________________.
2. People learn their first language by _______________________________________________.
3. There are many factors that can influence how well a person learns his or her first language:
______________________, ______________________________, and ________________
____________________________, etc.
4. Becoming proficient in a second language means that people can
_________________________________________________________________________
5. Compared to learning a first language, learning a second language is
_________________________________________________________________________.
6. There are many things that can help a person learn a second language:
__________________________________________________________________________,
___________________________ and __________________________________________
7. There are many factors that can influence how well a person learns his or her first language:
______________________, ______________________________ and ______________
____________________________, etc.
Participant Manual for SEI Teacher Endorsement Course
Session 4
Version 1.0
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Summarizing Theories of Language Acquisition
Recreate the following graphic organizer in your chart paper to present a summary of your assigned theory of
language acquisition. Make sure to use the appropriate graphic organizer!
A. Graphic Organizer for First Language Acquisition Theories
Motto or jingle explaining how
children learn language according
to this theory
Picture representing the process of
first language acquisition according
to this theory
One sentence summary of the
theory
Name of the theory and main
contributor/s
Strengths of this theory
Weaknesses of this theory
Application in the classroom –
activities or methods associated
with this theory
B. Graphic Organizer for Second Language Acquisition Theories
Key ideas associated with this
theory
Picture representing the process of
second language acquisition
according to this theory
Strengths and weaknesses of this
theory
Name of the theory and main
contributor/s
Application in the classroom – what
students would be doing in a
classroom following this theory
Why understanding this theory is
useful for teachers of ELLs
Application in the classroom – what
a teacher would say or do if
following this theory
Participant Manual for SEI Teacher Endorsement Course
Session 4
Version 1.0
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Theories of Language Acquisition – Instructional Implications
Read each statement, answer T (if true) or F (if false) given the theories studied. If the answer is false, write the
correct answer on the line.
1. When teachers teach ELLs, they should use the same English they do when teaching Native English
speakers. ____
________________________________________________________________________
2. Teachers should expose ELLs to language that is right at their level of second language development. _____
________________________________________________________________________
3. Some strategies that help native speakers develop their first language (L1) can help ELLs develop their
second language (L2). ____
________________________________________________________________________
4. The best language teaching for ELLs focuses on teaching how the English language works in structured
interactions where ELLs use the exact grammar and vocabulary they have been taught. ____
________________________________________________________________________
5. Because it’s important to keep a low anxiety environment, teachers should not force students who are on their
“silent period” to speak in English. ____
________________________________________________________________________
6. ELLs need opportunities to interact with Native English speaking peers even if they are not completely fluent
in English. ____
________________________________________________________________________
7. Teachers of ELLs should always correct language errors and mistakes explicitly because ELLs use this
feedback to learn the language. ____
________________________________________________________________________
Participant Manual for SEI Teacher Endorsement Course
Session 4
Version 1.0
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Theories of Language Acquisition – Implications for YOUR teaching
practice
Think about the theories of language acquisition discussed. Write down:
3
3 practices that you already use
that align well with theory
2
2 practices you should try in your
classroom
Participant Manual for SEI Teacher Endorsement Course
Session 4
Version 1.0
1
1 current practice you should
consider changing
page 9 of 19
We’re going to Vietnam!
Imagine you are taking a trip to Vietnam tomorrow. Rate each communicative/language task
by the level of difficulty you would experience if you had to do it all in Vietnamese.
Rating Scale
1 = Piece of cake!
2 = Doable – with a little help from
my Vietnamese friends (or if they
know a little English!)
3 = Tough, but possible
4 = Impossible!
Language Situation or Task
1
2
3
1. Calling a Vietnamese airline to make reservations
2. Responding to an airline staff member who wants to check your passport
and boarding pass at the airport
3. Checking in at a Vietnamese hotel
4. Hailing a cab and giving directions to a common tourist attraction
5. Writing a note complaining about poor service in your hotel
6. Reading the airplane magazine
7. Reading the airplane’s safety brochure
8. Participating in a guest panel discussing the current economic situation
in the US at a Vietnamese university
9. Ordering food at a restaurant
10. Listening to the Hanoi evening news
Discussion Questions
a) Which language tasks would be easier (ratings 1-2)? Why?
b) How could you make these language tasks easier?
c) Which language tasks would be harder (ratings 3-4)? Why?
d) Do you see any patterns between language tasks that are easier and those that are harder?
Participant Manual for SEI Teacher Endorsement Course
Session 4
Version 1.0
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4
Cummins’ Four Quadrant Model Sorting Activity
Sort each communicative task into the appropriate Quadrant with a partner. Write the letter of each language task
in the right quadrant. Make sure you can explain why you’ve placed a task into a Quadrant to another pair.
Cognitively Undemanding
(Simple, easy concepts)
I
III
ContextEmbedded
ContextReduced
(Many clues)
(Few clues)
II
IV
Cognitively Demanding
(Hard, complex concepts)
Source: Adapted from Echavarria & Graves, 2011 OR Cummins, 1981b
Communicative Tasks – for teachers of older students
a)
b)
c)
d)
e)
f)
g)
h)
Reading a science textbook in order to understand how to calculate speed
Acting out a historical event
Pointing to items in the classroom
Writing a short paragraph explaining what the student did last summer
Writing a short paragraph explaining what the slope of a graph means
Watching a move about Lewis and Clark’s exploration
Participating in a flag football game during recess
Listening to a lecture on atoms and molecules
Communicative Tasks – - for teachers of younger students
a) Talking to a friend at recess
b) Describing a weekend trip to the zoo
c) Participating in a phonics lesson about the silent e
d) Telling a sibling about what happened at school today
e) Performing in a class play
f) Reading aloud from a new story
g) Listening to the teacher read a favorite story
Communicative Tasks for teachers of younger students adapted from Trumbull, E. and Pacheco, Maria (2005). The teacher’s Guide to
Diversity: Building a Knowledge Base, Volume II: Language, The Education Alliance at Brown University, Pp. 75-76.
Participant Manual for SEI Teacher Endorsement Course
Session 4
Version 1.0
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Stages of Second Language Acquisition
Krashen’s Stages of Second Language Acquisition
Stage
Characteristics
Approximate
Time Frame
Preproduction
The student
0-6 months
Early Production
 Has minimal comprehension
 Does not make verbal utterances
 Can nod “yes” or “no” in response to simple questions
 Draws and points
The student
Speech
Emergence
Intermediate
Fluency
Advanced Fluency
6 months – 1
year
 Has limited comprehension
 Produces one or two word oral responses
 Can use key words and familiar phrases to communicate
 Uses present-tense verbs
The student
1-3 years
 Has good comprehension
 Can produce simple sentences orally and in writing
 Makes grammar and pronunciation errors
 Frequently misunderstands jokes
The student
3-5 years
 Has excellent comprehension
 Makes few grammatical errors
The student has a language level similar to that of native speakers of the
same age.
5-7 years
Krashen, S.D., & Terrell, T. (1983) The natural approach: Language acquisition in the classroom. Oxford: Pergamon.
Hill, J., & Flynn, K. (2006) Classroom instruction that works with English Language Learners. Alexandria: Association for Supervision and
Curriculum Development.
Participant Manual for SEI Teacher Endorsement Course
Session 4
Version 1.0
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WIDA Levels of Language Proficiency
© 2010 Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium
Participant Manual for SEI Teacher Endorsement Course
Session 4
Version 1.0
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Participant Manual for SEI Teacher Endorsement Course
Session 4
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Analyzing Sociocultural Factors
Analyze how sociocultural factors may affect second language acquisition in each given scenario.
Guiding Questions:


What role could family/school/cultural norms and conventions, identity and, other sociocultural factors
play in each student’s language development?
What advice would you give their teachers?
Scenario #1: Khumar
Khumar lives with this mother and grandmother. Khumar’s Grandmother, Sofia, speaks no English, but is
very interested in Khumar’s education. She always asks him whether he has finished his homework and
even checks his worksheets to make sure Khumar completed them. Khumar’s mother, Patricia, is also
very involved in Khumar’s education. When she gets home from work around 7 she always asks Khumar
about what he learned about in school. Patricia is a housekeeper at a local hotel, so she is not usually
available to visit school during parent teacher conferences. Although Khumar is only in 3 rd grade, Patricia
says she would like Khumar to go to college some day. She says that she regrets not having the chance
to finish high school, but that she will do anything it takes to make sure Khumar is successful in school. In
contrast, Khumar’s teacher complains that Khumar’s family seems uninterested in his education. Mr.
Browne has left numerous messages for Patricia’s voicemail but has never heard back. He is worried that
Khumar is not developing language fast enough to keep up with school work.
Scenario #2: Adiel
Adiel is a teenage student who came to the US as a refugee. Adiel grew up in a village, helping out his
father with the family farm. In Adiel’s culture, men and women do not usually interact unless they are
closely related. Farmers are not given an opportunity to participate in politics or go to school, so Adiel
never learned to read or write in his native language. However, Adiel learned to speak several languages
while selling produce at the town’s market. Adiel goes to a suburban school, where most of his
classmates and teachers are white, middle class US citizens. Adiel’s teacher, Mrs. O’Donnell, has tried
very hard to befriend Adiel. Mrs. O’Donnell is worried that Adiel is isolated and has not integrated into
school life although he has been in the US for almost two years. Mrs. O’Donnell does not understand why
Adiel won’t talk to her about school assignments, or join the after school club she sponsors although she
has invited him repeatedly.
Participant Manual for SEI Teacher Endorsement Course
Session 1
February 2013
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Scenario #3: Cynthia
Cynthia moved to the US against her wishes. Cynthia’s mother fled her home country because her
husband was on the run from the police for selling drugs. Although Cynthia was a very outgoing and
successful learner in her home country, she is shy and apathetic in her new school. After a whole year in
the US, Cynthia still refuses to speak English, even when she knows it will affect her grade. Her math
teacher, Mrs. Caruthers, says Cynthia is also very disrespectful. Recently, Cynthia was suspended for
threatening a teacher. During an altercation, Cynthia got really close to Mrs. Caruthers, pointed a finger at
her, and yelled at her in Spanish. Cynthia said Mrs. Caruthers was treating her unfairly. Mrs. Caruthers’
assistant, who is also Hispanic, told the principal she did not think Cynthia intended to hurt Mrs.
Caruthers. Nevertheless, Mrs. Caruthers thinks Cynthia deserved to be suspended in order to learn to
respect her elders and other people’s personal space.
Participant Manual for SEI Teacher Endorsement Course
Session 1
February 2013
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Upcoming Assignments
Assignments due by Session 5
Journal Entry due by the beginning of Session 5

Describe several different ways in which you help to keep your English learners’ affective filters
low. This might include any aspects of your classroom environment, teaching practice, or
interpersonal interactions with students and families. Include some additional ideas you are
considering as a result of course readings or discussions.
Preparing for Session 5 (online)
Review the online materials and read the required readings for Session 5:
Coleman, R. & Goldenberg, C. (2010). What does research say about effective practices for ELLs?
Kappa Delta Pi Record, 46(2), (60-65).
Echevarria, J. & Graves, A. (2011). Sheltered instruction in the content areas. In Sheltered content
instruction: Teaching English learners with diverse abilities (4th ed.). (44-54). Boston, MA:
Pearson.
Participant Manual for SEI Teacher Endorsement Course
Session 1
February 2013
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Session 4 Notes
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Participant Manual for SEI Teacher Endorsement Course
Session 1
February 2013
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Participant Manual for SEI Teacher Endorsement Course
Session 1
February 2013
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