The silent period refers to a period of time when a beginner English language learner does not produce language (or produces a small amount of language). This period of time happens at the very beginning of language learning in the pre-production stage of second language acquisition. It is natural and typical for every student learning English to experience the silent period. The silent period lasts from a couple of weeks to an entire school year depending on the individual student.
English language learners experience the silent period for two reasons. One is because they do not have enough language skills to communicate. ELLs need time to absorb and digest the language by actively listening for vocabulary words, grammar, and pronunciation. Two, English language learners may not be confident enough in their English skills to communicate. They may prefer to gain more knowledge of the language before feeling safe to express themselves. Some students take risks with the language and feel comfortable making mistakes, so their silent period may be shorter than other students who want to make sure that whatever language they are producing is perfect. These students do not want to make mistakes when expressing themselves in English, so their silent period is usually longer.
During the silent period, English language learners are actively learning about and adjusting to the culture. They are observing classroom etiquette, rules, routines and discipline.
Keeping ELLs’ affective filters low is key during this time. Students experiencing the silent period need to feel safe, valued and need to feel a sense of belonging. Providing a safe environment for ELLs is imperative. This is why beginner ELLs who are experiencing the silent period should not be forced to speak. Students should only speak when they feel ready to do so. Forcing output too early will increase stress and anxiety within your students and hinder language acquisition.
There are two important points about the silent period. One is that although English language learners are silent, they are actively learning the language and culture. It appears that students are “just sitting and doing nothing” as I’ve been told by some of my former colleagues who were classroom teachers. As stated above, this could not be further from the truth! Two is to allow ELLs to produce language when they are ready to do so. Students should not be forced to speak. I have observed classroom teachers forcing beginner ELLs to repeat words. This is unnecessary and counterproductive.
Strategies to Use During a Student’s Silent Period:
1. Keep ELLs’ affective filters low.
2. Accept nonverbal responses such as nodding, pointing, smiling, or drawing.
3. Incorporate Total Physical Response.
4. Assign the student a buddy.
5. Speak slowly and clearly emphasizing key words.
6. Teach BICS (basic vocabulary words, short and simple sentences).
7. Use cooperative learning.
8. Use body language and gestures to convey meaning.
9. Use manipulatives, realia, or visuals.
10. Use iTranslate or a translation app if needed.
11. Allow the student to rest or sleep. Being immersed all day in a second language has its benefits, but can be exhausting for students. Usually, it is not appropriate for students to sleep in your classroom, but in this case, it’s okay!
Personal Experience:
I had a kindergarten student who experienced the silent period for the entire school year. One strategy that I used with this student is having our high school Chinese language teacher come to the school to talk him. I wanted to obtain more information about his thoughts, feelings, struggles, and experience. While the Chinese teacher was talking with him, he began to cry. He said that before he entered kindergarten, he had just arrived in the United States from China and had just met his parents for the first time in years. For most of his life, he lived with his grandparents in China. When he came to America, he was not only adjusting to the new language, country, and culture, he was meeting his parents for the first time and adjusting to a new family situation. I had this student for four years and I learned that he did not like change. All of these factors contributed to his long silent period. This student became very special to me.
I have also had students with a much shorter silent period. One student in particular took risks with the English language and didn’t care if she made mistakes. If she made a mistake or didn’t know how to say something, she would say, “Tell me.” She meant, “Tell me the correct way to say this.” She wanted to be corrected or taught directly in order to learn the English language.