Formal Approaches to SLA

How do we learn a second language?

Jessica de Araujo JorgeForeign Language DepartmentHENDERSONVILLE HIGH SCHOOLjessica.dearaujojorge@sumnerschools.org

An introduction We have all experienced learning a language

firsthand as children. There are stages in development we all go through to learn the skills necessary to communicate with others. However, learning a second language is unique in that the learner has already acquired a first language. Approaches to SLA, then, are based in how a learner’s background knowledge and the learning experience influence language acquisition.

Why is this important?

As teachers we can draw on our own experiences in language acquisition and knowledge of how children acquire a second language to design lessons and differentiate instruction so that ELLs can succeed in our classrooms.

The Innatist Approach Based in the work of Noam

Chomsky, this approach suggests that all learners actively participate in creating language.

Chomsky believed that all learners possess a Language Acquisition Device in their brain that helps them to identify “universal principles” of language that can be used as they acquire any language first or second. (Gass & Selinker, 2008)

Innatisim

This set of principles is often referred to as Universal Grammar(UG), a set of unconscious rules that govern language.

Chomsky’s work lead to research and reexamination of the role of a learner’s first language and eventually lead to the belief that cross-linguistic influences, not just the learners first language, can influence SLA.

The Interactionist Approach Rather than focusing on the

internal considerations of second language learning, the interactionist approach focuses on learner communication with others and socialization.

This approach focuses on the negotiation of meaning in learner interactions to create a language system based on the feedback they receive in when communicating.

The Interactionist Approach According to research regarding feedback,

learners acquire language by learning from error corrections in interactions with peers and teachers. (Vygotsky, 1986)

Interaction is viewed as a source of language input critical to language acquisition. This input leads learners to form hypotheses that can be tested in further interactions.

The Age Factor

According to Lenneberg’s (1967) Critical Period Hypothesis, natural language acquisition takes place between the ages of 2-12 years. There are several reasons why language is acquired more easily during this time including:

◦ Brain development at age two

◦ Brain plasticity after age twelve◦ Incomplete lateralization of the brain before

puberty

Other Critical Factors to SLA In addition to age, many other factors can

affect SLA. Such contextual considerations include:

The learners first and second language –Are they similar?

The learners background, culture, L1 proficiency and learning needs

The process through which the learner acquires L2 including the learning environment, the support of the learner’s learning style and use of their background knowledge and prior experiences (Walqui, 2000)

Tips for Teachers of ELLs In light of the formal approaches presented

and the many factors at play in SLA, what can we do to facilitate SLA in our students?

When students interact in class…1. Respect student errors as part of the learning

process.

2. Take into account the students language learning level when correcting errors.

3. Allow students to correct their own mistakes.

4. Develop strategies for overcoming avoidance of difficult language structures. (Mason, 2002)

Tips continued

When speaking with ELLs in your classroom also be sure to…◦ provide additional “wait time” for student responses.

◦ be conscious of the vocabulary you use and simplify your sentence structure.

◦ provide a list of key words for the lessons you will be teaching.

◦ let students know that you are interested in their language acquisition and are willing to help them to learn English.

(British Colombia, 1999)

Sumner County’s Approach

Here in Sumner County ELL classrooms focus on both approaches, but the interactionist perspective is most prevalent. Most classrooms utilize cooperative learning groups and communicative activities to help students negotiate meaning and create a working language system.

However, total immersion is a requirement and students are encouraged to draw on what they know about language to make sense of the English input they receive from their teachers and peers.

My Classroom I think that with high school students, social interaction,

self-correction and continual input are key to language learning success. Students in my class are expected to read, write, speak and listen in order to become proficient SLLs. Some interactive activities include:

◦ Dialogue journals with the teacher◦ Interpersonal and presentational speaking assignments◦ Readings and responses in the target language that are of interest

to the adolescent learner◦ Skits and simulations to improve interpersonal communication

I can certainly, however, see the value in total immersion and encouraging students to draw on their innate language skills to interpret meaning and create a language system with which to communicate.

Resources for Teachers

Everything ESL- Teacher Tipshttp://www.everythingesl.net/inservices/

How to Teach English for Different Learning Styles

http://www.teachingenglishgames.com/Articles/Learning_Styles.htm

Survival Tips of ESL Classroom Instructionhttp://www.ncpublicschools.org/racg/resources/strategies/movement/survival

TESOL (Teachers of English to Speakers of Other Languages)

http://www.tesol.org/s_tesol/trc_genform.asp?CID=1253&DID=7561

ESL Mania- Bright Ideas for Teaching ESLhttp://www.eslmania.com/teacher/clssroom_materials/Classroom%20worksheets.htm

References British Colombia Ministry of Education. (1999) ESL: A guide for classroom teachers. Retrieved

from http://www.bced.gov.bc.ca/esl/policy/classroom.pdf

Chomsky, N. (1983) Things no amount of learning can teach.

Gass, S.M. & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). New York: Routledge.

Lennenberg, E.H.(1967). Biological foundations of language. New York: Wiley and sons.

Mason, T. (2002) Didactics - 7 : Critique of Krashen III -Natural Order Hypothesis (2) :Interlanguage Retrieved from http://www.timothyjpmason.com/WebPages/LangTeach/Licence/CM/OldLectures/L7_Interlanguage.htm

Vygotsky, L.S.(1986). Thought and language. Cambridge, MA: MIT Press.

Walqui, A.(2000). Contextual factors in second language acquisition. Retrieved from http://www.cal.org/resources/digest/0005contextual.html

MIDDLE TENNESSEE STATE UNIVERSITY Honor Statement:

This assignment/assessment was solely written by me. In no way have I plagiarized (represented the work of another as my own) or

otherwise violated the copyright laws and academic conventions of fair use. I know that violations of this policy may result in my being

dismissed from Middle Tennessee State University and/or appropriate legal action being taken against me. Signed :

Jessica de Araujo Jorge

May 24, 2010