Sec lang cslt et al

8/13/2019 Sec lang cslt et al

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Second Language Acquisition

Developed byDr. Laurie R. Weaver

Dr. Judith A. Marquez

University of Houston-Clear Lake


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Objectives The participant will be able to

explain expected stages and patterns of

language development as related to first

and second language acquisition.

explain how first language developmentaffects development of English.


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Second Language AcquisitionTo Think About:

Think about a baby acquiring his first language.

Think about a person acquiring a second

language.

What similarities and differences are there in thetwo processes? Discuss your ideas with a

partner then examine the next four slides.


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First and Second

Language AcquisitionCharacteristics L1 Learner L2 Learner

constructs language from

prior conceptual knowledge x x

is an active learner who tests

and revises hypotheses x x

requires interaction x x

uses cognitive strategies

(i.e., overgeneralization) x x


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First and Second


understands more when input

is modified (caretaker talk,

foreigner talk) x x

develops language in predictable

stages x x

makes developmental errors x x

experiences a silent period x x


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First and Second


is usually made cognitively x

developed

generally has a greater knowledge

of the world x

generally can learn and apply rules

more easily x

usually has more control over input x


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First and Second


is familiar with one or more

other cultures x

may have a problem with

attitude/motivation x

is more likely to be inhibited or

anxious x

Adapted from: P. Richard-Amato. (1996). Making it happen: Interaction in the second

language classroom. P.27


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Age and

Second Language AcquisitionTo Think About:

Is it better to learn a second language when

one is young or when one is older? Why?

Discuss your ideas with a partner.


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Age and

Second Language AcquisitionThe Critical Period Hypothesis (Eric Lenneberg(1967)

Lenneberg stated that:

L2 is best learned between age 2 and puberty

Ability to learn language is negatively affectedby the completion of process of lateralization


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Age and

Second Language Acquisition Critical Period Hypothesis

Laterialization is when each side of the brain

develops its own specialized functions

Young learners use the same part of the brain

for learning both languages

Older learners use different parts of the brain


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Age and

Second Language Acquisition Lenneberg stated that

Lateralization is completed by puberty

Therefore, an L2 should be learned between

age 2 and puberty (according to Lenneberg)

More recent research has indicated thatlateralization actually is completed by age

5


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Age and

Second Language AcquisitionTherefore, young learners (before age 5) are

actually native speakers of both languages

They learn both L1 and L2 the way a native

speaker does

J. Lessow-Hurley. (2005). The foundations of dual language instruction.


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Age and

Second Language Acquisition Advantages to being a younger learner

More likely to develop a native-like accent

Less to learn to be considered proficient

More likely to receive comprehensible input


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Age and

Second Language Acquisition Advantages to being an older learner

Can consciously use strategies to aid learning

Has knowledge from L1 to draw from

Has greater control over input


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Proficiency: What is it?To Think About:

When is a person proficient in a second language?

How do you know a person is proficient?



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Proficiency Proficiency includes grammatical,

sociolinguistic, discourse and strategic

competence

Age appropriate competence in each of

these areas needs to be developed to be

considered proficient in a second language


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Proficiency Grammatical Competence

Mastery of language code

Lexicon (vocabulary)

Word formation rules

Sentence formation rules

Pronunciation rules

Spelling


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Proficiency Sociolinguistic Competence

Mastery of appropriate language use

in different contexts

How to speak to a friend

How to speak to someone in authority

How to speak socially vs. professionally


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Discourse Competence

Mastery of how to combine meanings and forms tocreate a text in different modes

Examples:

Telephone inquiry

Narrative text

Oral report


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Proficiency Discourse Competence

Mastery of how to combine meanings and forms

to create a text in different modes

Examples:

Telephone inquiry

Narrative text

Oral report


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Proficiency Strategic Competence

Mastery of verbal and non-verbal strategies to

compensate for breakdowns in communication

Examples:

How to ask for help

How to rephrase a statement


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Proficiency: How long does ittake?

To Think About:

If you wanted to learn another language, howlong do you think it would take you to speakand understand that language?

How long would it take you to read and write?



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BICS ( Basic Interpersonal Communication

Skills)

2 to 3 years

Ability to converse and understand every day

discussions

Proficiency: How long does it

take?


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Proficiency: How long does it

take? CALP (Cognitive Academic Language

Proficiency)

4 to 10 years

Ability to read, write, speak, and listen at an

academic level


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Stages in Second

Language Acquisition How can you identify a learners language

acquisition level?

Discuss with a partner how the language

acquisition level can be determined. In other

words, how do you know if a learner is abeginner, an intermediate, or advanced

learner of the L2?


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Stages in Second

Language Acquisition

Instead of using beginner, intermediate and

advanced, a more specific classificationsystem can be used.

A learner can be at the preproduction, early

speech, speech emergence or intermediatefluency stage


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Stages in Second

Language Acquisition Preproduction/Comprehension Stage

Characteristics

Silent period

Can respond non-verbally

Will be able to understand more than they canproduce


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Stages in SecondLanguage Acquisition

Preproduction/Comprehension Stage

The teacher should NOT force the learner to

talk

The teacher should ask the learner to draw,

point, act out, label


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Stages in Second

Language Acquisition Early Speech Production

CharacteristicsCan understand more than can produce

Can produce one or two words at a time

Will pick up phrases (He cutted.)


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Stages in Second

Language Acquisition Early Speech Production

The teacher should ask the learneryes/no questions

The teacher should ask the learner

choice questions (Is this a ___ or a___?)


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Speech EmergenceCharacteristics

Speaks in phrases

Makes lots of errors

Interlanguage occurs (a mixture of

vocabulary and structures from both

languages)


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Speech Emergence The teacher should ask the learner questions

such as What is this? What does ___ do?


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Stages of Second

Language Acquisition Intermediate Fluency

Characteristics

Appear orally fluent

Errors are same errors native speakers make

Struggle with content area reading and

writing.


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Stages of Second

Language Acquisition

Intermediate Fluency

The teacher should modify higher levelquestions. For example, instead of asking a

student to compare two items, the teacher

should ask the student how two items are the

same. Then the teacher should ask how they

are different.


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Stages of Second

Language Acquisition Select a topic that you teach (for example,

fairy tales, plant life, animals, etc.). Then,think of how you would involve a learnerat each language proficiency level in thelesson. For example, you might think of

questions that you could ask learners ateach proficiency level. Or, you might thinkof an activity in which learners at eachproficiency level could participate.


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First Language DevelopmentTo Think About:

Do you think the childs first language is a

hindrance or a help in terms of learning a

second language? Why?



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Common UnderlyingProficiency/Transferability Theory

Look at the next slide which illustrates a

Dual Iceberg Representation of first andsecond language development. What does

this illustration mean?


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Dual Iceberg Representation

Surface Features Surface Features

of L1of L2

Common

UnderlyingProficiency


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Many skills and concepts are common or

interdependent across languages.

A skill or concept learned in one languagetransfersto another language when the

requisite vocabulary is acquired


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For example, a learner only learns to read

once. If a learner can read, he/she can read

in another language, once the vocabulary is

learned.

What needs to be explicitly taught in the

other language are the features that are

different.


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What Literacy Skills Transfer? Directionality

Sequencing

Ability to distinguish shapes and sounds

Knowledge that written symbols correspond to

sounds and can be decoded in order and direction


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What Literacy Skills Transfer? Activation of semantic and syntactic knowledge

Knowledge of text structure

Learning to use cues to predict meaning

Awareness of the variety of purposes for readingand writing

Confidence in oneself as a reader and writer


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What Skills Do Not Transfer?

Critical and Cultural Literacy(interpretation of text given a specific culturalworld view)

From: C. Roberts. (1994). Transferring literacy skills from L1 to L2: From theory to practice. In The Journal ofEducational Issues of Language Minority Students, v. p. 209-221


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Threshold Hypothesis The threshold hypothesis states there is a

threshold level of ability that needs to be

reached in one language in order for alearner to be successful in another language

The threshold hypothesis also states that

high levels of bilingualism have positivecognitive effects


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Threshold Hypothesis Examine the table on the next slide. What

does this table mean?


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Threshold HypothesisLevel of

Competence

Type of

Bilingualism

Cognitive

Effects

Above the

threshold in

L1 and L2

Additive Positive

Above the

threshold in

one language

Neutral

Below the

threshold in

L1 and L2

Positive Negative


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Threshold Hypothesis: The better developed the L1, the better developed

the L2 can be.

High level of proficiency in L1-high level ofproficiency in L2 is possible

A low level of proficiency in L1-lower level ofproficiency in L2


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What have you learned? With a partner, list three new things you

have learned from this presentation.

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