Andrew Milewski

Stages of Language Acquisition and Co-teaching Models

1) Identify the 5 stages of language acquisition, key factors (3-4) about each stage,
and at least one effective strategy that can be used with ELL students from that
stage
1. Pre-production
a. They respond to pictures and other visuals.
b. They can understand and duplicate gestures and
movements to show comprehension.
c. English language learners at this stage will need a lot
of repetition
d. They will benefit from a buddy who speaks their
language.
e. Yes/No and Either/Or questions are appropriate
2. Early Production
a. Students have an active but limited vocabulary
b. Students can usually speak in one or two word
phrases.
c. Use images and realia (everyday objects) to support
lesson and build vocabulary
d. Simplify the content materials to be used. Focus on
key vocabulary and concepts.
e. yes/no and either/or questions are appropriate
3. Speech Emergence
a. Students can communicate with simple phrases and may
communicate in grammatically correct or incorrect sentences
b. ELLs can participate in short conversations with
classmates.
c. They will understand easy stories read in class with the
support of images.
d. At this point, teachers should challenge their students
with more complex questions.
e. Work can include some simple writing and response
including filling in graphic organizers.
4. Intermediate Fluency
a. Students can use more complex sentences when speaking
and writing a
b. They will ask questions to clarify what they are learning in
class.
c. These English language learners will be able to work in
grade level math and science classes with some teacher support.

d. Instruction should include focusing on more complex

grammatical rules and applying English instruction to more abstract
concepts such as in math and science.
5. Advanced Fluency
a. At this stage, the ELL student is almost indistinguishable
from native speakers
b. Some ELLs will surpass the achievement of their native
speaking peers in English instruction
c. they will need continued support from classroom teachers
especially in content areas such as history/social studies and in writing.

2) Identify the 4 methods of co-teaching, a brief description of each method, and an

example of how each method of co-teaching can be used effectively for classrooms
with ELL students
1. Supportive
a. One teacher has the responsibility of preparing and giving
instruction, and one teacher (or teacher's aide) moves around the
room giving individual support and monitoring behavior.
b. This model is effectively implemented when one teacher
focuses on covering the material as a whole and the support teacher
focuses on individual student. This allows teachers not to be hindered
by distracted or slower students.
c. Another advantage is that the support teacher does not
need to expend resources planning; she or he can simply drop into a
class.
2. Parallel
a. In this model, the co-teachers plan together, but break
the class into groups.
b. For this model to be effective, teachers can split students
into appropriate groups (one could put more advances students
together) and teachers should use the classroom appropriately (such
as putting desks together or using a large table).
c. Noise must be monitored; and there are oftentimes not
enough resources for a school to use this model.
3. Complementary/ Supplemental
a. Complementary co-teaching occurs when both teachers
provide instruction, but they use different teaching strategies. One
teacher provides the content for instruction, and one teacher provides
instruction for related skills.

b. One example would be a teacher lecturing on a social

studies topic, and the other teacher providing instruction on how to
take good notes.
c. It is important that teachers to take turns in different roles
and alternate responsibilities.
4. Team Co-teaching
a. This is when the teachers plan one unified lesson and give
instruction together.
b. This model encourages risk-taking, because teachers
know they have another support in the room.
c. In effective classrooms, each teacher has a different
responsibility and takes an active role in instruction.