Second Language Acquisition

To 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 the

two processes?

First and Second Language Acquisition

Characteristics L1 Learner L2 Learnerconstructs 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

understands more when input is modified

(caretaker talk, foreign talk) x x

develops language in predictable stages x x

makes developmental errors x x

experiences a silent period x x

Characteristics L1 Learner L2 Learneris usually made cognitively developed xgenerally has a greater knowledge ofthe world xgenerally can learn and apply rulesmore easily xusually has more control over input xhas an L1 as a resource xis familiar with one or more other cultures xmay have a problem withattitude/motivation xis 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

Age and Second Language Acquisition

To Think About:

Is it better to learn a second language when one is young or when one is older?

Why?

Critical Period Hypothesis

The Critical Period Hypothesis states that and individual must acquire a language by a critical period or it will be difficult to acquire a language. This is in terms of First Language Acquisition.

The main advantage to learning a language when younger is that the individual is more likely to acquire a native-like accent.

Proficiency: What is it?

To Think About:

When a person proficient in a second language?

How do you know a person is proficient?

Proficiency:

Grammatical Competence• Mastery of language code

LexiconWord formation rulesSentence formation rulesPronunciation rulesSpelling

Sociolinguistic Competence• Mastery of appropriate language use n different

contexts

Discourse CompetenceMastery of how to combine meanings and forms

to create a text in different modes

Examples: telephone inquiry, argumentative essays, recipes

Strategic CompetenceMastery of verbal and non-verbal strategies to compensate for breakdowns in communication

Proficiency: How long does it take?

To Think About:

If you wanted to learn a second language, how long do you think it would take you to speak and understand that language? How long would it take you to read and write?

BICS ( Basic Interpersonal Communication Skills)

2 to 3 years

Ability to converse and understand every day discussions

CALP (Cognitive Academic Language Proficiency)

5 to 7 years

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

Stages in Second Language Acquisition

Preproduction/Comprehension Stage Characteristics

Silent period

Can respond non-verbally

Will be able to understand more than they can produce

Early Speech Production Characteristics

Can understand more than can produce

Can produce one or two words at a time

Will make lots of errors

Interlanguage occurs (a mixture of vocabulary and structures from both languages

Speech Emergence Characteristics

Will be able to understand more than they can produce

Interlanguage continues to occur

Longer utterances

Decreases in errors

Intermediate Fluency Characteristics

Appear orally fluent

Errors are same errors native speakers make

Struggle with content area reading and writing.

First Language Development

To Think About

Do you think the child’s first language is a hindrance or a help in terms of learning a

second language?

Why?

Common Underlying Proficiency/Transferability Theory

• Many skills and concepts are common or interdependent across languages.

Dual Iceberg Representation 

    

Surface Features Surface Features

of L1 of L2

Common UnderlyingProficiency

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

Activation of semantic and syntactic knowledge

Knowledge of text structure

Learning to use cues to predict meaning

Awareness of the variety of purposes for reading and writing

Confidence in oneself as a reader and writer

What Skills Do Not Transfer?

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

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

Threshold Hypothesis

Bilingualism has been viewed as a handicap and a cause of

cognitive confusion.

One reason for this view is Interlanguage

Another reason has to do with the

Threshold Hypothesis

Threshold Hypothesis:

The better developed the L1, the better developed the L2 can be.

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

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