Understanding Understanding Second Language Second Language

AcquisitionAcquisition Vicki NillesVicki Nilles

Metropolitan State CollegeMetropolitan State College

Language DiversityLanguage Diversity

US Census Bureau (2003) estimated that US Census Bureau (2003) estimated that there were approximately 47 million non-there were approximately 47 million non-English speaking individuals living in the English speaking individuals living in the US in 2000.US in 2000.

These numbers do not include the These numbers do not include the millions of English speaking individuals millions of English speaking individuals whose dialects are sometimes labeled as whose dialects are sometimes labeled as non-standard.non-standard.

329 languages were spoken in the US 329 languages were spoken in the US according to the Census Bureau in 2003according to the Census Bureau in 2003

Language as Socializing Language as Socializing AgentAgent

Language is more than means of Language is more than means of communication but is also used as a very communication but is also used as a very important instrument in socializing important instrument in socializing children into their linguistic and cultural children into their linguistic and cultural communities.communities.

By age 5 children have learned the By age 5 children have learned the syntax of their native language and they syntax of their native language and they know words in different arrangements know words in different arrangements mean different things.mean different things.

Within their own communities, children Within their own communities, children develop impressive language skills even develop impressive language skills even though they may not align from language though they may not align from language skills required by schools.skills required by schools.

Society and language interact constantly Society and language interact constantly and those learning new colloquialisms and those learning new colloquialisms (the informal or conversational speech (the informal or conversational speech within a community) may make wrong within a community) may make wrong choices in using certain words within choices in using certain words within certain contexts.certain contexts.

Adger, Wolfram, & Christian, 2007 Adger, Wolfram, & Christian, 2007

The Nature of LanguageThe Nature of Language

There is no such things as a good There is no such things as a good language or bad language from a language or bad language from a linguistic point of view as all linguistic point of view as all language have been developed to language have been developed to express the needs of their users.express the needs of their users.

Different languages carry different Different languages carry different levels of grammatical, phonological, levels of grammatical, phonological, and semantic structure.and semantic structure.

Society places different levels of Society places different levels of social status on the different social status on the different language groups and these language groups and these judgments are not based on judgments are not based on linguistic acceptability but on social linguistic acceptability but on social determination.determination. Adger, Wolfram, & Christian, 2007)Adger, Wolfram, & Christian, 2007)

Cultural InfluencesCultural Influences Language usage is culturally determinedLanguage usage is culturally determined Language influences thinking patternsLanguage influences thinking patterns The concept of “time” is defined very The concept of “time” is defined very

differently from culture to culturedifferently from culture to culture Discourse patterns are specific to cultureDiscourse patterns are specific to culture

(Asian, Native American)(Asian, Native American) In certain cultural groups, words take on In certain cultural groups, words take on

different meanings and Argots (secretive different meanings and Argots (secretive vocabulary used within a co-culture)vocabulary used within a co-culture)

Language is usually related to one’s Language is usually related to one’s ethnic, geographic, gender, or class ethnic, geographic, gender, or class originsorigins

Different dialects are the resultDifferent dialects are the result Ebonics is the dialect of the majority Ebonics is the dialect of the majority

of Black Americans and is of Black Americans and is appropriate in many African appropriate in many African American communitiesAmerican communities

Language systems are dynamic and Language systems are dynamic and constantly changingconstantly changing

Language DifferencesLanguage Differences

Thousands of languages are known in the Thousands of languages are known in the world todayworld today

Estimates are as high as 10,000 languages Estimates are as high as 10,000 languages in existence (Crystal, 1997)in existence (Crystal, 1997)

At least 324 different languages have been At least 324 different languages have been identified in Los Angeles County (2004)identified in Los Angeles County (2004)

Some Important Some Important Considerations About Considerations About

LanguageLanguage Early language policies throughout this Early language policies throughout this

country were extremely narrow in focus country were extremely narrow in focus and failed to take into account the social-and failed to take into account the social-cultural problems inherent in language cultural problems inherent in language and learning (Corsen, 1999).and learning (Corsen, 1999).

Civil Rights Movement of 60’s Civil Rights Movement of 60’s encouraged language minority groups to encouraged language minority groups to begin to celebrate their native language begin to celebrate their native language traditionstraditions

Attitudes Toward Attitudes Toward BilingualismBilingualism

Many different attitudes are evident Many different attitudes are evident toward the value and importance of toward the value and importance of bilingualismbilingualism

Some categorize bilingualism in the Some categorize bilingualism in the following ways:following ways: subtractive bilingualism- occurs when a subtractive bilingualism- occurs when a

second language replaces the firstsecond language replaces the first additive bilingualism- occurs when the native additive bilingualism- occurs when the native

language is preserved and further developed language is preserved and further developed while the second language is acquiredwhile the second language is acquired

Other Important FactorsOther Important Factors Accents – refers to how an individual Accents – refers to how an individual

pronounces words and differs from the pronounces words and differs from the standard language in pronunciation onlystandard language in pronunciation only

Dialects – refers to language rule systems Dialects – refers to language rule systems used by identifiable groups that vary in some used by identifiable groups that vary in some manner from a language standard manner from a language standard considered ideal; shares common considered ideal; shares common grammatical structure with standard grammatical structure with standard language and should be considered language and should be considered structurally equal (Owens, 2005). structurally equal (Owens, 2005).

DialectsDialects Social – consonants tend to distinguish one Social – consonants tend to distinguish one

dialect from another ie. African American dialect from another ie. African American working class may use f for th sound as in working class may use f for th sound as in “birfday”“birfday”

Grammatical Differences – non standard Grammatical Differences – non standard grammar tends to carry a greater social grammar tends to carry a greater social stigma than nonstandard pronunciation ie. stigma than nonstandard pronunciation ie. Omission of suffix such as “She have a car” Omission of suffix such as “She have a car” as used in some Native American dialectsas used in some Native American dialects

Other Dialectical Other Dialectical DifferencesDifferences

Variations in language patterns Variations in language patterns among groups are significant when among groups are significant when compared by age, SES, gender, compared by age, SES, gender, ethnic group, and geographic regionethnic group, and geographic region

Perspectives on Standard Perspectives on Standard EnglishEnglish

Several dialects of standard EnglishSeveral dialects of standard English No single dialect can be described as No single dialect can be described as

standard Englishstandard English Norms may be established within Norms may be established within

communities as to what comprises communities as to what comprises standard Englishstandard English

These norms vary among communities These norms vary among communities and are determined by powerful and are determined by powerful figures within that communityfigures within that community

Informal & Formal Informal & Formal Standard EnglishStandard English

Informal – the language considered Informal – the language considered powerful within the communitypowerful within the community

Formal - acceptable written Formal - acceptable written language that is typically found in language that is typically found in grammar books and is utilized by grammar books and is utilized by very few individualsvery few individuals

Perspectives on Black Perspectives on Black EnglishEnglish

AAVE – African American Vernacular English AAVE – African American Vernacular English is also known as Ebonics and is one of the is also known as Ebonics and is one of the best known dialects spoken in the USbest known dialects spoken in the US

It is a linguistic system used primarily by It is a linguistic system used primarily by working class African Americans within their working class African Americans within their speech communityspeech community

Although there is much debate regarding Although there is much debate regarding nature and history, Black English is nature and history, Black English is considered by most linguists to and African considered by most linguists to and African Americans to be a legitimate system of Americans to be a legitimate system of communicationcommunication

Black English and standard English Black English and standard English operate within the same type of operate within the same type of structural rules structural rules

There is considerable overlap between There is considerable overlap between Black English, southern English, and Black English, southern English, and southern white nonstandard Englishsouthern white nonstandard English

Much of the distinctiveness of this dialect Much of the distinctiveness of this dialect are specific to the intonational patterns, are specific to the intonational patterns, speaking rate, and distinctive lexiconspeaking rate, and distinctive lexicon

Teacher bias against Black English is Teacher bias against Black English is common among majority group common among majority group educators and some African American educators and some African American EducatorsEducators

Dialects related to lower SES such Dialects related to lower SES such as Appalachian English and Black as Appalachian English and Black English are typically stigmatized in English are typically stigmatized in our multidialectical societyour multidialectical society

The rejection of Black English as a The rejection of Black English as a legitimate form of communication legitimate form of communication has been detrimental to the has been detrimental to the academic development and academic development and achievement of students (Hecht, achievement of students (Hecht, Jackson, & Ribeau, 2003).Jackson, & Ribeau, 2003).

What it means to be a second language learner…personally!

Myth or Fact??Myth or Fact??

Learning a second language is Learning a second language is an entirely different proposition an entirely different proposition to learning one’s own native to learning one’s own native language?language?

MythMyth

The fact is that learning the The fact is that learning the linguistic structures and rules of a linguistic structures and rules of a second language occurs in much the second language occurs in much the same way as it does for the first same way as it does for the first languagelanguage (Dulay, Burt & Krashen, 1982)(Dulay, Burt & Krashen, 1982)

Principles of Language Principles of Language LearningLearning

Native Language Acquisition

Five Language Learning Principles:

1. The child learns language by using language.

2. The focus in language learning is on meaning and function, rather than form.

3. Language learning is non-anxious, personally important, and concretely based.

4. Language is largely self-directed. Language learning is not segmented or sequenced.

5. Though rate of development is different, the conditions necessary for language are essentially the same for all.

Development of First Language in Development of First Language in ChildrenChildren

1) 12 Months1) 12 Months Infant StageInfant Stage

2) 24 Months2) 24 MonthsUnitary StageUnitary Stage

3) 48 Months3) 48 Months

4) 60 Months4) 60 MonthsStructural Awareness StageStructural Awareness Stage

5) Kindergarten Level5) Kindergarten LevelAutomatic StageAutomatic Stage

6) Grade 1 Level6) Grade 1 LevelCreative StageCreative Stage

7) Grade 2-6 Level7) Grade 2-6 LevelCommunication Dev. StageCommunication Dev. Stage

(H. Douglas Brown, 2000)(H. Douglas Brown, 2000)

1) Child vocalizes.1) Child vocalizes.

2) Speech is abbreviated. 2) Speech is abbreviated. Child uses 2 word Child uses 2 word utterances.utterances.

3) Language has features of 3) Language has features of adult languageadult language

4) Child makes errors by over-4) Child makes errors by over-generalizing.generalizing.

5) Child can generate original 5) Child can generate original language.language.

6) Child is able to create 6) Child is able to create his/her own language.his/her own language.

7) Child learns difficult 7) Child learns difficult phonemes/complex phonemes/complex grammargrammar

Contrasts in L1 & L2 Contrasts in L1 & L2 LearningLearning

Silent PeriodSilent Period: Child does not : Child does not speak for first year of life but speak for first year of life but participates in countless participates in countless listening activities.listening activities.

Silent PeriodSilent Period: Students : Students learning L2 need time to listen learning L2 need time to listen & understand rather than & understand rather than being pushed into production.being pushed into production.

Early ResponsesEarly Responses: Occur in a : Occur in a physical mode as child physical mode as child responds to commands (i.e. responds to commands (i.e. “pick up teddy bear”).”“pick up teddy bear”).”

Physical ResponsePhysical Response: Activities : Activities are an excellent method of are an excellent method of acquiring understanding of acquiring understanding of language without pressure.language without pressure.

Oral ResponsesOral Responses: First speech : First speech is usually single words, such as is usually single words, such as nouns. Production is nouns. Production is reinforced with praise & reinforced with praise & excitement.excitement.

Oral ResponsesOral Responses: Student will : Student will answer with one word and /or answer with one word and /or yes/ no responses. yes/ no responses. Comprehension is more Comprehension is more

advanced than production. advanced than production. Error CorrectionError Correction: Is minimal. : Is minimal. Syntax is developmental. Syntax is developmental. Parent negotiates for meaning Parent negotiates for meaning i.e. “Do you mean chocolate i.e. “Do you mean chocolate milk?”milk?”

Error CorrectionError Correction: Does not : Does not enhance fluency but inhibits enhance fluency but inhibits production. Anxiety impedes production. Anxiety impedes learning. learning.

Development of Primary Language Development of Second Language

llLanguage ExperiencesLanguage Experiences:: Are Are embedded in context and embedded in context and meaning is clear. meaning is clear. Conversations relate to Conversations relate to concrete, here-and-now concrete, here-and-now objects or experiences. objects or experiences.

Language AcquisitionLanguage Acquisition: Can : Can be encouraged through varied be encouraged through varied activities which provide activities which provide comprehensible input.comprehensible input.

Concept DevelopmentConcept Development: Is an : Is an integral part of language at integral part of language at this stage. The student is able this stage. The student is able to communicate fully. to communicate fully. Vocabulary is expanding. Vocabulary is expanding.

ConceptsConcepts: Learned in primary : Learned in primary language are labeled and language are labeled and translated into L2. New translated into L2. New concepts are being developed concepts are being developed in L2.in L2.

ReadingReading:: Readiness skills lead Readiness skills lead to beginning reading with ease to beginning reading with ease in most instances.in most instances.

ReadingReading: Literacy in L2 is : Literacy in L2 is developed with ease if above developed with ease if above steps have been followed.steps have been followed.

WritingWriting: The child begins to : The child begins to handle the mechanics of handle the mechanics of writing.writing.

WritingWriting: Mechanics of written : Mechanics of written language are developed.language are developed.

Development in L1 Development in L2

What are some of What are some of the theories about the theories about learning a second learning a second

language?language?Krashen & CumminsKrashen & Cummins

1. Krashen’s Acquisition-Learning 1. Krashen’s Acquisition-Learning HypothesisHypothesis

Silent/Receptive StageSilent/Receptive Stage: The student does not : The student does not verbally respond to communication in L2 although verbally respond to communication in L2 although there is receptive processing. The student should be there is receptive processing. The student should be actively included in all class activities but not forced actively included in all class activities but not forced to speak. Teachers should give students sufficient to speak. Teachers should give students sufficient time and clues to encourage participation. Students time and clues to encourage participation. Students are likely to respond best through non-verbal are likely to respond best through non-verbal interaction with peers; being included in general interaction with peers; being included in general activities and games; and interacting with activities and games; and interacting with manipulatives, pictures, audiovisuals, and “hands-on manipulatives, pictures, audiovisuals, and “hands-on materials”. As students progress, they will provide materials”. As students progress, they will provide one word verbal responses. one word verbal responses.

Early Production StageEarly Production Stage: The students begin to : The students begin to respond verbally using one or two words and develop respond verbally using one or two words and develop the ability to extract meaning from utterances the ability to extract meaning from utterances directed to them. They continue to develop listening directed to them. They continue to develop listening skills and build up a large recognition vocabulary. As skills and build up a large recognition vocabulary. As they progress through this stage, two or three words they progress through this stage, two or three words may be grouped together in short phrases to express may be grouped together in short phrases to express an idea.an idea.

Speech Emergent StageSpeech Emergent Stage: LEP students begin to : LEP students begin to respond in simple sentences if they are comfortable with respond in simple sentences if they are comfortable with the school situation and are engaged in activities in the school situation and are engaged in activities in which they receive large amounts of comprehensible which they receive large amounts of comprehensible input. All attempts to communicate(i.e. gestures, input. All attempts to communicate(i.e. gestures, attentiveness, following directions) should be warmly attentiveness, following directions) should be warmly received and encouraged. It is especially important that received and encouraged. It is especially important that neither the instructor nor the students make fun of , or neither the instructor nor the students make fun of , or discourage, LEP student’s attempts at speech.discourage, LEP student’s attempts at speech.

Intermediate Fluency StageIntermediate Fluency Stage: In this stage, students : In this stage, students gradually make transition to more elaborate speech so gradually make transition to more elaborate speech so that stock phrases with continued good comprehensible that stock phrases with continued good comprehensible input generate sentences. The best strategies for input generate sentences. The best strategies for students in this stage are to give more comprehensible students in this stage are to give more comprehensible input, develop and extend recognition vocabulary, and to input, develop and extend recognition vocabulary, and to give them a chance to produce language in comfortable give them a chance to produce language in comfortable situations.situations.

Advanced Fluency StageAdvanced Fluency Stage: During this stage of : During this stage of development students begin to engage in non-cued development students begin to engage in non-cued conversation and produce connected narrative. This is conversation and produce connected narrative. This is appropriate timing for some grammar instruction appropriate timing for some grammar instruction focusing for idiomatic expressions and reading focusing for idiomatic expressions and reading comprehension skills. Activities are desirable that are comprehension skills. Activities are desirable that are designed to develop higher levels of thinking, vocabulary designed to develop higher levels of thinking, vocabulary skills, and cognitive skills, especially in reading and skills, and cognitive skills, especially in reading and writing.writing.

BICS and CALPBICS and CALP

Linguistic expert Jim Cummins, has proposed a model that offers theoretical insight into the influences of L1 and L2 in a school setting.

Basic Interpersonal Communication Skills: A level of English proficiency which includes the ability to handle complex conversation ( one might call it ability to get along in the outside world) using contextual clues such as paralinguistic feedback from the other speaker(i.e. gestures and intonation) and situational cues to meaning. This level of native-like proficiency generally takes students 2 years to master. Tasks at this end of the second language acquisition continuum are not very demanding cognitively.

Cognitive Academic Language Proficiency illustrates when a student is moving to the opposite end of the second language acquisition continuum. CALP involves language which is context-reduced and highly demanding cognitively. Context reduced communication relies heavily on linguistic cues alone and involves abstract thinking. It is what we think of as traditional academic instruction at secondary and adult levels. Cummins research supports that when language majority students work academically only in L2, it takes them from 5-7 years to master commonly accepted age-grade norms in context-reduced aspects of English proficiency.

In addition, skills in context reduced language developed in the first language automatically transfer to the second language. All current linguistic research supports the theory that there is common underlying proficiency (CUP) for both languages.

(Cummins, 1981).

Sing a Song!Sing a Song!

BICS and CALP Song (sung to the tune of BINGO)BICS and CALP Song (sung to the tune of BINGO)Lyrics by Vicki NillesLyrics by Vicki Nilles

Well in this school we have some kids who speak Well in this school we have some kids who speak another languageanother language

O that is so great, O that is so great, O that is so O that is so great, O that is so great, O that is so great great

Let’s really celebrate it!Let’s really celebrate it!

Let’s teach them well with what we know about Let’s teach them well with what we know about Sheltered InstructionSheltered Instruction

O this will be fun, O this will be fun, this will be so O this will be fun, O this will be fun, this will be so fun,fun,

We cannot wait to try it!We cannot wait to try it!

Well ole Jim Cummins has a thought and this is Well ole Jim Cummins has a thought and this is how it goes O,how it goes O,

BICS and BICS and CALP, BICS and BICS and BICS and BICS and CALP, BICS and BICS and CALP, BICS and BICS and CALP,CALP, BICS and BICS and CALP,

And this is how it goes O.And this is how it goes O.

With BICS kids can communicate just With BICS kids can communicate just using basic English,using basic English,O they talk at lunch, O they talk at lunch, O O they talk at lunch, O they talk at lunch, O they talk at lunch, they talk at lunch, And then they switch to Spanish!And then they switch to Spanish!

With BICS the kids don’t have to wait With BICS the kids don’t have to wait because they learn it quickly,because they learn it quickly,Yes in just two years, Yes in just two years, Yes in just two years, Yes in just two years, Yes in just two years,Yes in just two years,They really sound terrific!They really sound terrific!

Now here is where it complicates Now here is where it complicates because they need school because they need school language,language,

CALP is what we want, CALP is what CALP is what we want, CALP is what we want, CALP is what we want. we want, CALP is what we want.

But we will have to wait O.But we will have to wait O.

Oh Just how long will this CALP Oh Just how long will this CALP take as we have tons of content?take as we have tons of content?

This is what we know, this is what This is what we know, this is what we know, this is what we know,we know, this is what we know,

That it takes five to seven!That it takes five to seven!

Myth or Fact?Myth or Fact?

Once L2 learners are able to speak Once L2 learners are able to speak reasonably fluently, their problems reasonably fluently, their problems will be minimal in the school setting.will be minimal in the school setting.

MythMyth

The fact is that the ability to speak a The fact is that the ability to speak a second language (especially in a second language (especially in a conversational setting) does not conversational setting) does not guarantee that a student will be able guarantee that a student will be able to use the language effectively in to use the language effectively in academic settings.academic settings.

Samway & McKeon, 1999.Samway & McKeon, 1999.

Second Language Second Language LearningLearning

There is common There is common underlying underlying language language proficiency proficiency (language (language acquisition acquisition device for L1 & device for L1 & L2 acquisition).L2 acquisition).

Speaking a Speaking a language other language other than English does than English does not interfere with not interfere with the acquisition of the acquisition of English.English.

Speaking a language other than Speaking a language other than English is not a handicapping English is not a handicapping condition.condition.

Rather than Rather than which language a which language a child speaks, it is child speaks, it is more critical to more critical to determine the determine the quality of quality of interactions they interactions they experience with experience with adults.adults.

Parents should be Parents should be encouraged to encouraged to speak to their speak to their children in their children in their native language native language to provide good to provide good language models. language models. Limited English Limited English proficiency will proficiency will provide a limited provide a limited proficient English proficient English language model. language model.

If limited English proficient parents If limited English proficient parents speak English to their children, they speak English to their children, they limit their children’s cognitive limit their children’s cognitive development. They teach a model of development. They teach a model of English that will need to be English that will need to be corrected. Children are not corrected. Children are not handicapped in these cases. English handicapped in these cases. English development is the responsibility of development is the responsibility of the classroom teacher.the classroom teacher.

Key Concepts General Implications Implications for Spec. Programs

Key Concepts General Implications Key Concepts General Implications Implications for ProgramsImplications for Programs

Second language Second language acquisition is similar acquisition is similar although not although not identical to first identical to first language language acquisition.acquisition.

Conversational Conversational skills are acquired skills are acquired in 1-2 years. in 1-2 years. Academic language Academic language proficiency is proficiency is acquired in 5-7 acquired in 5-7 years.years.

Many children are Many children are exited out of exited out of alternative language alternative language programs when they programs when they have acquired have acquired conversational conversational skills. If they skills. If they experience experience academic problems, academic problems, they are likely to be they are likely to be related to their lack related to their lack of academic of academic language language proficiency, not to proficiency, not to cognitive defects or cognitive defects or learning disabilities.learning disabilities.

Children must have Children must have a high level of a high level of linguistic linguistic competence in at competence in at least one language least one language to be to be communicatively & communicatively & academically academically successful. For successful. For many, the native many, the native language is the language is the foundation upon foundation upon which English which English competence is built.competence is built.

Children must be Children must be given the given the opportunity to opportunity to develop develop interpersonal interpersonal communication communication skills and academic skills and academic language language proficiency in the proficiency in the native language.native language.

A child whose native A child whose native language skills are language skills are significantly deviant significantly deviant from those of age from those of age level peers from the level peers from the same speech and same speech and language language community is likely community is likely to be speech and/or to be speech and/or language language disordered.disordered.

Key Concepts General Implications Implications Key Concepts General Implications Implications for Programsfor Programs

Most language Most language minority students do minority students do not qualify for not qualify for bilingual education bilingual education or ESL programs or ESL programs because they speak because they speak too much English at too much English at school entry, that is, school entry, that is, they are considered they are considered to be English to be English proficient.proficient.

These students, These students, even though they even though they are considered to be are considered to be English proficient, English proficient, may not have the may not have the same level of same level of English competence English competence as do their Anglo as do their Anglo peers. Therefore, peers. Therefore, regular classroom regular classroom teachers must teachers must provide language provide language development development programs for these programs for these students.students.

If language If language development development programs are not programs are not provided, these provided, these students may students may experience experience communication or communication or achievement achievement problems. These problems. These problems are problems are related to related to inappropriate inappropriate instruction, not to instruction, not to handicapping handicapping conditions.conditions.

Some children will Some children will come to school with come to school with language skills language skills which are which are appropriate and appropriate and functional for their functional for their speech and speech and language language community but community but which are not which are not adequate for adequate for schooling.schooling.

Teachers must Teachers must accept & respect accept & respect language language differences. They differences. They must also provide must also provide instruction to instruction to develop the develop the language skills language skills needed to be needed to be successful in school. successful in school. The need for The need for language language development may be development may be present in L1 or L2.present in L1 or L2.

Children with Children with language language differences are not differences are not disordered. They disordered. They are the are the responsibility of responsibility of regular education. regular education. If teachers do not If teachers do not provide language provide language development, these development, these students become students become likely candidates for likely candidates for remedial or spec. remedial or spec. ed. referrals.ed. referrals.

Key Concepts General Implications Key Concepts General Implications Implications for programsImplications for programs

Because acquisition Because acquisition is developmental, is developmental, you cannot hasten you cannot hasten it.it.

Children must be Children must be given adequate time given adequate time to acquire English to acquire English skills.skills.

As children are in As children are in the process of the process of acquiring English, acquiring English, they will make many they will make many errors. These are errors. These are developmental and developmental and should not be should not be considered to be considered to be indicative of a indicative of a disorder.disorder.

Language is Language is acquired (versus acquired (versus taught and learned).taught and learned).

Teachers should Teachers should facilitate acquisition facilitate acquisition rather than trying to rather than trying to teach language as a teach language as a subject via drill and subject via drill and practice.practice.

Children’s language Children’s language problems may be problems may be pedagogically pedagogically induced.induced.

Optimal Conditions for Second Optimal Conditions for Second Language AcquisitionLanguage Acquisition

• Low anxiety environment

• Comprehensible input

• Communication focus

• Contextualized Language

• Error Acceptance

• Respect for language acquisition stages

• Teacher as facilitator

ActivityActivity

You are a brand new 7You are a brand new 7thth grade student grade student in a science class…in Mexico. in a science class…in Mexico. Imagine what it might feel like your Imagine what it might feel like your very first day of class.very first day of class.

Introductory LevelIntroductory Level

Beginning Level:Beginning Level:

Pocos inventos son perfectos cuando se hacen Pocos inventos son perfectos cuando se hacen por primera vez. Por ejemplo, los focos por primera vez. Por ejemplo, los focos electricos de Tomas Edison no dura ban electricos de Tomas Edison no dura ban mucho tiempo porque sus filamentes de mucho tiempo porque sus filamentes de carbon eran muy fragiles. Lewis H. Latimer, carbon eran muy fragiles. Lewis H. Latimer, un ingeniero negro, y experto en dibujo un ingeniero negro, y experto en dibujo tecnico, se ocupo del problema. Sus tecnico, se ocupo del problema. Sus experimentos dieron como resultado mejores experimentos dieron como resultado mejores muy importantes en la forma en que se muy importantes en la forma en que se producian y conectaban los filamentos de producian y conectaban los filamentos de carbon. La lampara Latimer fue carbon. La lampara Latimer fue ampliamente usada durante un buen tiempo.ampliamente usada durante un buen tiempo.

Respuestan la pregunta:Respuestan la pregunta:

1. Quien es Lewis Latimer?1. Quien es Lewis Latimer?

Intermediate Level:Intermediate Level:

Pocos inventions are perfect cuando se Pocos inventions are perfect cuando se hacen por primera vez. For example, los hacen por primera vez. For example, los focos electricos of Tomas Edison did not focos electricos of Tomas Edison did not last mucho tiempo because sus filamentes last mucho tiempo because sus filamentes of carbon are very fragiles. Lewis H. of carbon are very fragiles. Lewis H. Latimer, a black engineer, and expert en Latimer, a black engineer, and expert en dibujo tecnico, se ocupo del problema. dibujo tecnico, se ocupo del problema. His experiments dieron como resultado His experiments dieron como resultado mejores very important in the ways en mejores very important in the ways en que se producian y conectaban los que se producian y conectaban los filamentos of carbon. The Latimer Lamp filamentos of carbon. The Latimer Lamp was ampliamente usada for some time. was ampliamente usada for some time.

Respuestan the pregunta:Respuestan the pregunta:

Who is Lewis Latimer?Who is Lewis Latimer?

Advanced Level:Advanced Level:

Few inventions are perfect when they are Few inventions are perfect when they are first made. For example, Thomas Edison’s first made. For example, Thomas Edison’s first light bulbs did not last very long first light bulbs did not last very long because their filamentos de carbon were because their filamentos de carbon were quite fragile. This problem was tackled by quite fragile. This problem was tackled by Lewis H. Latimer, a black engineer and Lewis H. Latimer, a black engineer and draftsman. His experiments resulted in draftsman. His experiments resulted in major improvements en que se producian major improvements en que se producian and connected. The Latimer lamp was and connected. The Latimer lamp was widely used for some time.widely used for some time.

Answer the following question:Answer the following question:Who is Lewis Latimer and Who is Lewis Latimer and

what were his scientific what were his scientific contributions?contributions?