Lesson Planning with Siop: a Theoretical Base (Benchmark Assessment)

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

This lesson should be taught in a 1st grade class. The students in this class does not have to

First, children¡¯s acquisition of language is an innate mechanism that enables a child to analyze language and extract the basic rules of grammar, granted by Chomsky. It basically states that humans are born with a language acquisition device that, the ability to learn a language rapidly as children. However, there is one important controversy in language acquisition concerns how we acquire language; since Chomsky fails to adequately explain individual differences. From the behaviorists¡¯ perspectives, the language is learned like other learned behaviors. It is learned through operant

Language acquiring, in terms of I-language, corresponds to the change of a subject's mind/brain state. To know the language L is for the subject's (H's) mind/brain, initially to be in a state So, to be set to a certain state SL. (4) One task of the brain sciences will be to explain what it is about H's brain (in particular, its language faculty) that corresponds to H's knowing L.

To further Scaffold the instruction and to build on previous information an activity is provided below:

In the book Why Tesol?, it states that the major tenets of Cummins’ model of second language acquisition is the framework that focuses on the “distinction between social language and academic language.”Cummins suggests that academic language takes longer to acquire and social language is easier because it is in the “here and now”. Cummins’ Quadrant Model consists of 4 quadrants: Quadrant 1 - Social language; Quadrant 2 - Target language; Quadrant 3 - Target language; Quadrant 4 - Academic language. (p. 152). Although, there are many models of second language acquisition, I felt that Cummin’s model was a great representative of where Carlos’ second language acquisition has fallen behind. When beginning remediation with Carlos’ my first priority is to provide him with a solid foundation of academic vocabulary that will assist him throughout his learning experience. This process is beneficial when teaching content area. In order for Carlos to succeed in the classroom he will need to become familiar and be able to comprehend the content area. Before beginning each lesson I would have Carlos share his knowledge of the vocabulary words and academic language that is beneficial to the lesson. This will provide insight to see which areas I need to review and which areas he has a strong foundation in. Next, I would provide Carlos with various opportunities to obtain the vocabulary needed in each content area. To develop his vocabulary I would provide him with a guide prior to

Another components of the SIOP framework is Strategies. Strategies would include techniques, methods, and mental processes that enhance comprehension for learning and retaining information. It is important to have Strategies in SIOP to help language development because as stated in the SIOP, “English Language Learners can benefit from knowing specific strategies to use that increamse comprehension including the following: Survery, Question, Read, Review Recite, Quextion in a Can, Gallery Walks, Split Page Note Taking, and Similarties and Differences Using a Venn Diagram.” Therefore, the teacher would use scaffold throughout the lesson and decrease the support of the teacher as students acquire experience. Interaction is an important

Therefore, from the behaviourist approach, language acquisition can be seen as a stimulus-response process. Children learn language by immitation and analogy. The roles of imitation, repetition, reinforcement, and motivation are essential in learning the language. The First Language Acquisition is thus the result of nature which based on practicing.

The SIOP model is effective because it allows educators to put the practices they know to better use. It consists of eight components (as seen above) which I and most educators have been introduced, practiced, or seen before.The first component of the SIOP model is preparation which involves creating lessons, language/content objectives, and including any adaptations needed. By allowing educators to plan ahead and think about the objectives and adaptations of a lesson, students are more likely to succeed because the lessons and well planned out before the delivery of the lesson. According to Echevarria (2017), in SIOP lessons, "language and content objectives are systematically woven into the curriculum of one particular subject area"(p.20).

Some linguistic models try to explain the development of second language acquisition. The three most common models are (1) the Universal Grammar Model, (2) the Competition Model, and (3) the Monitor Model. The Universal Grammar Model refers to the system of principles, conditions, and rules that are properties or elements of all human languages. At the same time, each language has grammatical rules that vary from one language to another. Thus, Chomky states that different languages have a limited possibility of different grammatical structures (1975). Therefore, second language learners base their second language acquisition on universal principles common to all languages, and on the force of the particular rules of each language. All of those can be concluded that as a human, especially as children, we have vary form of rules in language, in this case is second language.

Linguistics has impacted cognitive psychology as the quest to understand language acquisition and the structure of language itself is undertaken. Linguistics is a complex and multifaceted; it includes language structural patterns and language development (Barsalou, 2005). The process of language development is complicated and dense, as the study of language is examined; the role of cognition is inherently examined and analyzed. Sternberg (2006) also explores language as an innate process and presents the idea that humans are born ready for language as a biological and cognitive process.

Teachers can plan effective English acquisition strategies based on a knowledge of the learners’ L1

However, there are limitations to this theory. Language is not simply a set of grammatical rules and children are able to understand and make sense of their world long before they are able to communicate that understanding. Hence it is probable that understanding and communication are learnt to form an information procession approach to language acquisition, rather than grammatical competence.

"Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen.

In this section, we briefly review some of the methods used throughout the history of language teaching (Cook 2001; Richards and Rodgers 2001; Howatt 2004 ). The reason for this review is twofold: firstly, it explains the history as well as the development of the debate surrounding the use of the L1. Secondly, since one of the questions that prompted the new directions in language teaching is ―what should the role of the native language be? (Richards and Rogers 2001, p. 14), we need to know how the different methods tackled this issue in different ways.