CoverAcknowledgements1. Language and Identity1.1. What Is a Speech Community?1.2. Coercive vs. Collaborative Relations1.3. Language Minority Stories2. Who Are English Learners?2.1. Reflection Model2.2. Inclusive Pedagogy2.2. Makoto Critical Incident2.3. Assumptions to Rethink about English Learners2.4. Critical Learning Domains3. Understanding Theory3.1. Communication, Pattern, and Variability 3.2. Five Curriculum Guidelines3.3. Indicators of Instructional Conversation (IC)3.4. Indicators of the Standards for Effective Pedagogy3.5. Standards for Effective Pedagogy3.6. Examining Current Realities4. Input4.1. Input and Native Language Acquisition4.2. Input and Second Language Acquisition4.3. The Interdependence Hypothesis4.4. The Threshold Hypothesis4.5. Vocabulary Development and Language Transfer4.6. Text Modification5. Interaction5.1. Code Switching and Interaction5.2. Characteristics of Modifications for Interaction5.3. How Can Teachers Help Second Language Learners Begin to Communicate?5.4. Classroom Routines and Participation Structures5.5. We Can Talk: Cooperative Learning in the Elementary ESL Classroom6. Stages of Development6.1. Proficiency Levels Defined7. Errors and Feedback7.1. Points to Remember About Errors7.2. Effective and Appropriate Feedback for English Learners8. Types of Proficiencies8.1. Fostering Second Language Development in Young Children8.2. Instructional Conversation in Native American Classroom 8.3. Student Motivation to Learn8.4. Language Learning Strategies: An Update8.5. Three Misconceptions about Age and L2 Learning9. Types of Performances9.1. Understanding BICS and CALP9.2. The Order of Acquisition and The Order of Use9.3. Schumann's Acculturation Model9.4. Implications From the Threshold and Interdependence Hypotheses9.5. Lily Wong Fillmore’s Cognitive and Social Strategies for Second Language Learners10. Classroom Practices and Language AcquisitionIndex
5.2

Characteristics of Modifications for Interaction

Summary B
&

What follows is a list of items that outline the characteristics of the speech used when native and non-native speakers of a language con- verse. Please consider what issues this raises for classroom interaction designed to help students learn content and language. Then given these expected characteristics of interaction, what would be optimal conditions for interaction for second language learners in the classroom?

Content:

Here is a list of what happens to content in initial interaction between native and non-native speakers of a language. This is most true when your knowledge of second language is limited.

Interactional Structure:

These are the characteristics of the structure of a conversation between native and nonnative speakers.


Adapted with permission from:                                                                                             

Teemant, A. & Pinnegar, S. (2007). Understanding Langauge Acquisition Instructional Guide. Brigham Young University-Public School Partnership. 

Suggested Citation

& (2019). Characteristics of Modifications for Interaction: Summary B. In (Ed.), Principles of Language Acquisition. Equity Press. https://equitypress.org/language_acquisition/characteristics_modifications_interaction

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