Include a 250-500 word rationale that describes how each activity addresses the characteristics of the ELL at the basic level and how language acquisition principles have been accounted for within your design

Answer/Explanation:

By definition, language acquisition can be categorized into two categories which are:

First-language acquisition- This acquisition can be explained as a universal process regardless of home language. For instance, babies listen to the sounds around them, begin to imitate them, and eventually start producing words

Second-language acquisition- This category of acquisition assumes knowledge in a first language and encompasses the process an individual goes through as he or she learns the elements of a new language, such as vocabulary, phonological components, grammatical structures, and writing systems.

Stages of second-language acquisition.

There Six Stages of Second-Language Acquisition

Stage1: "the silent period,": At this stage, the student takes in the new language but does not speak it. This period often lasts six weeks or longer, depending on the individual.

Stage2: The individual begins to speak using short words and sentences, but the emphasis is still on listening and absorbing the new language. There will be many errors in the early production stage.

Stage3: Speech becomes more frequent, words and sentences are longer, but the individual still relies heavily on context clues and familiar topics. Vocabulary continues to increase and errors begin to decrease, especially in common or repeated interactions.

Stage4: Speech is fairly fluent in social situations with minimal errors. New contexts and academic language are challenging and the individual will struggle to express themselves due to gaps in vocabulary and appropriate phrases.

Stage 5: Communicating in the second language is fluent, especially in social language situations. The individual is able to speak almost fluently in new situations or in academic areas, but there will be gaps in vocabulary knowledge and some unknown expressions. There are very few errors, and the individual is able to demonstrate higher order thinking skills in the second language such as offering an opinion or analyzing a problem.

Stage 6 and last stage: The individual communicates fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and use idiomatic expressions incorrectly at times, but the individual is essentially fluent and comfortable communicating in the second language.

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