Language Acquisition

Introduction• What works best for ESL students?• Language is not taught in isolation• Movement towards a constructive, holistic

approach

Language and Culture

In this presentation:– Language Acquisition

• The Prism Model• L2 Processes

– Instructional Approaches to ESL– Culture: Perspectives and Processes

Language Acquisition• Myth 1: L2 learning is simple and quick for

young students• Myth 2: L1 “interferes” with L2• L2 Acquisition in schools is affected by:

– Socio-cultural processes– Language development– Academic development– Cognitive development

Language Acquisition• The Prism Model (Thomas & Collier, 1997)

SocialAnd

CulturalProcesses

Socio-Cultural Processes• Central to L2 acquisition in schools• Involve factors such as:

– Setting: home, school, community, society– Individual: self-esteem and anxiety (affective)– School: classroom environment and programs– Community: acceptance and support

• These factors can strongly influence the student’s response to a new language, affecting L2 acquisition positively or negatively

Language Development• Linguistics Processes

– Subconscious aspects of language development• Human innate ability for oral language acquisition

– Conscious aspects • Acquisition of written systems of language (L2) across all language

domains:– Phonology (pronunciation)– Syntax (Grammar systems)– Semantics (meaning)– Pragmatics (use)– Paralinguistics (non-verbal)– Discourse (beyond sentences)

• To assure cognitive and academic success in L2, L1 (oral and written), must be developed to high cognitive level at least through elementary school years (Ovando)

Academic Development• Includes school work in all subjects

– Language Arts, Math, Science, and Social Studies– K-12 and beyond

• Academic knowledge and concepts transfer from L1 to L2

• Thus, it is more efficient to develop an academic L1 while teaching L2 through the content areas

• By teaching English as the first step, academic development is postponed and academic failure is likely to be promoted (Ovando)

Cognitive Development• Natural subconscious process• Occurs developmentally• Cognitive development in L1+L2 is

advantageous for children• Linguistic, cognitive, and academic

development must be addressed equally to assure academic success in L2

Interdependence of the 4 Factors• If one is developed to the neglect of another, this

may be detrimental• Academic, linguistic and cognitive

factors should be viewed as developmental in both L1 and L2

• Socio-cultural processes affect the above in both positive and negative ways

• Educators must provide a socio-culturally supportive environment for L2 to flourish (Ovando)

First Language Acquisition• A complex life-long process• Oral development is universal

– Listening and speaking (birth-age 5)– Phonology, grammar, semantics, etc (age 5)– Complex grammar and discourse (5-12)– Formal instruction-reading and writing– Language development continues throughout one’s

lifetime

Simultaneous L2 Acquisition• L2 acquisition is equally complex• Same subconscious process in both languages• Initially appear to combine both languages into one

system• Eventually both languages separate into two different

systems (3-5 years of age)• If regular exposure and cognitive development is

maintained in two languages, the child develops the same level of proficiency in both

• Children who develop strong academic proficiency in both languages experience cognitive advantages over monolinguals (Ovando)

L2 Acquisition: Social Language• Also known as BICS, context embedded, or

conversational• Meaning is negotiated through contextual clues• Myth: Young children learn a second language

faster than adults• Children do, however, acquire native-like

pronunciation to a greater extent than adult SLLs

• Older is faster but younger is better

L2 Acquisition: Academic Language• More complex than social language• Defined as the language and cognitive skills

required in the content areas to achieve successful academic performance at secondary and university levels

• Cummins called this dimension CALP• This dimension is an extension of BICS• A good teacher incorporates both social and

academic language development into every lesson

Instructional Approaches to ESL• Traditional approaches

– Grammar translation– Audiolingual method– Direct method

• Transitional approaches– Silent Way– Suggestopedia– Community Language Learning– Total Physical Response– Natural Approach

• Current approaches– Integration of language and content– Content ESL and Sheltered Content Teaching– Whole Language– Cognitive Development CALLA

More on Current Approaches• Value students’ first languages• Incorporate multicultural/global

perspectives• Learner-centered • Interactive classrooms• Thematic units• Use of technology