5 Stages of Second Language Acquisition

From the moment they are born, children begin acquiring a new language by listening to sounds around them. Over time, they recognize patterns, imitate what they hear, and eventually produce words.

Learning an additional language, however, can be a bit more complex. Unlike students who already have an oral foundation in the language of instruction, multilingual learners build that foundation while simultaneously learning the language’s structure. This process involves learning new sounds systems, vocabulary, grammar, and sometimes new writing systems, all while engaging with grade-level content. 

By recognizing the difference between acquiring a language vs learning a language and understanding each stage of the second language acquisition, you can gain a deeper understanding of students’ experiences and challenges. Learn about the five stages of language acquisition and how to better support multilingual learners support students throughout the process. 

What is second language acquisition and how does it differ from language learning? 

Language acquisition is the natural process in which individuals learn to speak a language, typically through everyday exposure and interaction. It primarily involves listening and speaking. In contrast, language learning refers to the more formal process of learning how a language works, often through reading and writing in a school setting. 

Multilingual learners are both acquiring and learning a language. They are developing listening, speaking, reading, and writing skills in a new language while also engaging with grade-level content. These skills often develop at different times and rates, depending on a student’s background and when they begin learning the new language in the classroom. Understanding this reality and their stages is integral in better supporting your students. 

How understanding the stages of learning a second language can enhance instruction 

Recognizing where students are in their language development can help you plan instruction that meets students where they are. When you have a clear sense of their stage in the language acquisition process, you can better gauge what they are ready to do and where they may need additional support. This makes it easier to differentiate tasks and offer multiple ways for students to show what they know. 

This awareness also helps you design lessons that balance both language and content learning. By embedding supports like visuals, sentence frames, modeling, and structured discussions, you can make grade-level content more accessible without lowering rigor. Students can engage with the same concepts as their peers while receiving the support they need to participate. Additionally, understanding the stages encourages you to create more opportunities for meaningful interaction. Whether through partner work, group discussions, or collaborative tasks, these opportunities give students the chance to practice and apply language in context. Over time, this consistent, targeted support helps multilingual learners build confidence, participate more fully, and continue progressing in both language and content learning. 

What are the five stages of second language acquisition? 

There are five stages of second language acquisition, which are associated with linguist Stephen Krashen’s theories of second language acquisition. The stages outline a learner’s development from non-verbal understanding to fluent proficiency. Students move through these stages at their own pace, and factors such as when they are exposed to the new language, how often they interact with it, and the existing strength of first language skills, can influence how quickly they develop proficiency. The five stages are:  

1. Pre-production 

Krashen’s work on second language acquisition is often associated with a five-stage progression. However, many instructional frameworks used in schools today, such as WIDA, expand this into a six-stage model by including an additional “bridging” or refinement stage. This stage highlights the transition from developing proficiency to using language with greater precision, flexibility, and independence, especially in academic contexts. While the number of stages may vary across models, they all reflect the same underlying idea: language acquisition is a gradual process, and each stage provides important insight into how to best support learners. 

Stages of second language acquisition chart 

The following chart shows the stages of second language acquisition, characteristics of each stage, and instructional strategies to support students. While some strategies are specific to certain stages, many are effective at any point of the language acquisition process. For example, using visuals, activating background knowledge, and pre-teaching vocabulary supports benefit multilingual learners at any stage. 

Key principles across all stages 

Although each stage of language acquisition is unique, there are several key principles that remain consistent across all stages. Keeping these in mind can help guide your instructional decisions and ensure multilingual learners are supported in both language development and access to grade-level content. 

Build on background knowledge 

Students learn a language more effectively when they can connect new words and concepts to what they already know. Activating prior knowledge helps make new information more meaningful and easier to understand. When instruction intentionally links new language to familiar ideas, it supports both comprehension and long-term retention. Intentional visuals for vocabulary and skills are especially helpful with this.  

Encourage students to interact with and use language  

Language develops through use. Multilingual learners need regular, structured opportunities to speak, write, listen, and read throughout the school day. Conversations, partner work, and collaborative discussions give students a chance to practice language in context. Providing a space where they feel safe to make mistakes and even use their first language, when making sense of the new English one, is key to encouraging new language use and practice. As students interact with peers and teachers, they refine their understanding, build confidence, and begin using language more independently. 

Provide intentional scaffolding 

Scaffolding plays a critical role in helping students access learning while they are still developing language skills. Supports such as sentence frames allow students to engage with content that might otherwise feel out of reach. As students grow more confident and proficient, these supports can be gradually adjusted or removed. 

Integrate language and content learning  

Language learning is most effective when it is embedded into everyday instruction. When students explain their thinking, solve problems, and participate in discussions across subject areas, they are acquiring language skills alongside learning its academic content. This integrated approach ensures that language acquisition is not separate from learning, but a natural part of it. 

How stages of acquisition differ from English language proficiency levels 

Krashen’s research has also influenced many of the English language proficiency frameworks used across states, including WIDA and Texas’s TELPAS. These proficiency levels are tied to standards and assessments and focus on how well students can use English across the four language domains: reading, writing, speaking, and listening. They describe what students are able to do with language at a given point in time. 

In contrast, the stages of second language acquisition outline the process learners go through as they develop a new language. Recognizing this distinction can help you focus not just on outcomes, but how students are progressing along their journey.

Language acquisition is a shared responsibility across subjects 

Learning a new language isn’t confined to an English language development (ELD) class. Language learning happens across all subject areas throughout the school day. All teachers play a role in supporting development in the new language. 

By integrating language supports into everyday instruction, educators acknowledge the reality and expectation that multilingual learners face in both acquiring and learning a new language simultaneously.  

Ensuring multilingual learners can fully engage with content and succeed can look like: