• Understanding Language Acquisition
  • Session 1: Language and Identity
  • Session 2: Who are Our ELLs? Defining Needs and Strengths
  • Session 3: Current Realities: ESL Programs and Practices
  • Session 4: Creating Comprehensible Input
  • Session 5: The Role of Interaction
  • Session 6: Stages of Development and Errors and Feedback
  • Session 7: Proficiencies and Performances
  • Session 8: Displays of Professional Development
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  • LA 7.5 Understanding the Final Display


    Learning Outcome Pedagogical Intent Student Position

    Employ theories of acquisition of a primary and new language in instruction.

    Assessment: 25 pts.

    TA: 20 Minutes

    Teachers can apply their learning about one of their students to other second language learners as they work to increase all ELs’ command of the language.

    Students will learn how to develop a plan for an individual language learner. This will be a chance to look at the assignment with the facilitator and ask questions before you begin the work. Various sessions will provide time for you to work on this final project.


    This will be a quick look into the final assignment and time for you to read through the work to be done and ask questions of the facilitator so you can complete the work and share it in session 8.

    1. Complete the Individualized Language Development Plan in as much detail as possible for your specific student. Use data gathered in learning activities and homework assignments to inform your work (Definitions/Needs, Interaction Observation Inventory, Writing Analysis, and Variability Matrix).
    2. Use these same learning activities and homework assignments to provide evidence as you plan for how you will meet the needs of your specific English language learner in the areas of input, interaction, stages of development, errors/feedback, types of proficiencies, and types of performances.The template titled Responding to My English Language Learner inCommunication, Pattern, and Variability will help you to see how this might be formatted.
      1. For each principle of second language acquisition (input, interaction, stages of development, errors/feedback, types of proficiencies, and types of performances), write a brief paragraph of your specific student’s strengths and needs in the area of this principle.
      2. For each principle of second language acquisition, create a bulleted list of strategies you as the teacher can implement to support this student in English language acquisition.
    3. Gather the pages that follow to be used in your work in understanding your chosen student and to use in creating your final project for session 8.

    This content is provided to you freely by BYU Open Learning Network.

    Access it online or download it at https://open.byu.edu/understanding_language_acquisition/la_75_.