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Learning a second language comes with various stages that language learners experience. My experience learning English as a second language came with positive and negative sentiments. For this reason, second language acquisition stages are important to understand and recognize.
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Many publications and researchers discuss and reference the stages of second language acquisition as 7 to 10 years process. For English language learners that are new to the US not only is learning a second language a new experience. For instance, English language learners must learn how to navigate a new school, classmates, teachers, and administrators.
As a new ESL student, I felt anxious during my first few days of school. I recall being afraid to speak in English during the first few weeks of school. On the other hand, each time I got to use my native language I felt some relief.
Students learning a language experience several stages of language acquisition at different times during the language development process. The stages of language acquisition vary and depend on an individual’s prior language experience. Although I got to use my native language, not every language learner is able to use their native language while learning a second language.
Some research about second language acquisition indicates that language learners benefit from using their native language. For example, they note that the use of a native language facilitates second language learning.
What impacts second language acquisition?
Various factors impact second language acquisition. For instance, a person’s educational background and native language proficiency are two important factors to consider. Each learner experiences the process of the second language acquisition process a bit differently.
A strong educational background makes a difference in learning a second language. Kids that have a strong educational foundation are able to cope and acquire another language with ease. This is because they have the experience of learning in an academic environment. These kids are able to transfer what they learn during the second language acquisition process.
Additionally, native language proficiency plays an important role in language learning. Researchers report that when a child’s first language is well-developed he/she is able to learn a second language much easier. This is because a child uses their first language learning experience to strategically learn an additional language.
As a result, how a student experiences learning a second language may also vary over time. The following stages of learning a language describe how a person acquires a language depending on different factors. Learners progress through five predictable stages described below.
Preproduction Stage
At the pre-production stage, a student is not yet able to speak the target language. For this reason, this stage is often referred to as the silent period. It is called the silent period because a child is not yet able to use what he/she understands.
Although at this stage a learner cannot yet speak he/she begins to understand more language slowly. In this beginning stage, a student understands basic words such as hello or come here. He/she may also be able to say simple words.
| What can the child do? | Duration | Teacher / Parent Prompts |
| • Has minimal comprehension • Does not verbalize • Nods “Yes” and “No” • Draws and points | 0 – 6 meses | • Show me. . . • Circle the. . . • Where is. . . ? • Who has. . . ? |
Kathleen Flynn, Source: Adapted from Krashen and Terrell (1983)
Early Production Stage
Meanwhile the early production stage, a child begins to speak using more words and sentences. At this point, the student is still focusing on listening and absorbing the new language. Many language errors occur when speaking.
A learner begins to use short sentences such as “how are you”. Additionally, s/he may understand such short sentences and be able to answer using single words such as “fine or good”.
| What can the child do? | Duration | Teacher / Parent Prompts |
| • Produces one- or two-word responses • Has limited comprehension • Participates using keywords and familiar phrases • Uses present-tense verbs | 6m – 1 year | • Yes/no questions • Either/or questions • One- or two-word answers • Lists • Labels |
Kathleen Flynn, Source: Adapted from Krashen and Terrell (1983)
Speech Emergent Stage
At the speech emergent stage, a student has good comprehension. A learner can produce simple sentences, use more phrases, and ask questions. Grammatical and pronunciation errors are often made during this stage.
This is when a language learner engages in more conversations but is still conscious of their language learning process. They may go back and forth interpreting for a less period of time because the language becomes more fluent. However, jokes and idioms are not always understood.
| What can the child do? | Duration | Teacher / Parent Prompts |
| • Has good comprehension • Can produce simple sentences • Makes grammar and pronunciation errors • Frequently misunderstands jokes | 1 – 3 years | • Why. . . ? • How. . . ? • Explain. . . • Phrase or short-sentence answers |
Kathleen Flynn, Source: Adapted from Krashen and Terrell (1983)
Intermediate Fluency Stage
In the intermediate fluency stage, a language learner communicates and writes using more complex sentences. As a result, a student has excellent comprehension skills. In addition, he/she can now engage in academic learning more independently.
He/she makes less grammatical and pronunciation errors during the intermediate fluency stage. Additionally, students are much more comfortable using the language. Less interpreting happens in their brain to communicate and understand.
| What can the child do? | Duration | Teacher / Parent Prompts |
| • Has excellent comprehension • Makes few grammatical errors | 3-5 years | • What would happen if. . . ? • Why do you think. . . ? |
Kathleen Flynn, Source: Adapted from Krashen and Terrell (1983)
Advanced Fluency State
Once a language learner reaches the advanced fluency stage he/she has acquired a near-native level of speech. At this moment, academic learning is mastered in the second language. Furthermore, language use becomes automatic.
Although grammatical errors are no longer an issue pronunciation errors may occur. These pronunciation errors may occur because of an accent depending on the age that language learning began.
| What can the child do? | Duration | Teacher / Parent Prompts |
| The student has a near-native level of speech. | 5-7 years | • Decide if. . . • Retell. . . |
Kathleen Flynn, Source: Adapted from Krashen and Terrell (1983)
In conclusion, second language acquisition stages are the predictable language development stages that language learners experience. Parents and teachers play an important role in supporting the language development process. Subsequently, recognizing and understanding these stages may help facilitate a child’s language growth.
A student’s awareness of the language development process is also very important. Furthermore, a person’s awareness facilitates and contributes to language growth.
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