Second Language Acquisition

Slides:



Advertisements
Similar presentations
Grammar & Communication in the FL Classroom
Advertisements

Strategies and Methods
Foreign Language Immersion Programs Bilingual Education Programs.
The SIOP ® Model Understanding the English Learners in your Classroom.
THEORY OF SECOND LANGUAGE LEARNING
Working with English Language Learners:
Second Language Acquisition
Comparing L1 and L2 reading
L1 vs. L2 acquisition. L1L2 Parents or caretakers are the primary language models for L1 learners. L1 learners have innumerable opportunities to interact.
LEARNING TO WRITE IN TWO LANGUAGES Professor Anthony Liddicoat University of South Australia Bilingual Schools Network Camberwell PS, March 2013.
Using Your ELDA Results to Serve English Language Learners.
Introduction Developing reading & writing skills for primary school
English Language Learners
The SIOP ® Model Understanding the English Learners in your Classroom.
On Knowing a Language1 Today Find out your own beliefs about language learning and teaching Start Chapter 1: What is it to know a language? Standards used.
The Natural Approach Introduction. **The term NA was developed by Tracy Terrl and Stephen Krashen in 1977 **The term NA was developed by Tracy Terrl and.
READING – WRITING RELATIONS Are there any? 1. A GENDA The Rationale Literature Review The Purpose of the Study The Study The Research Questions The Results.
1 Second Language Acquisition Preproduction Early Production Speech Emergence Intermediate Fluency Continued Language Development.
Supporting Literacy for Students with Developmental Disabilities Literacy Development.
Stages of Second Language Acquisition
14: THE TEACHING OF GRAMMAR  Should grammar be taught?  When? How? Why?  Grammar teaching: Any strategies conducted in order to help learners understand,
LANGUAGE ACQUISITION AND DEVELOPMENT STANDARDS KNOWLEDGE BASES PLANNING STANDARDS KNOWLEDGE BASES PLANNING.
Proficiency Approach in Teaching Chinese
ENGLISH LANGUAGE LEARNERS * * Adapted from March 2004 NJ DOE presentation by Peggy Freedson-Gonzalez.
Chapter 6 ~~~~~ Oral And English Language Learner/Bilingual Assessment.
Zolkower-SELL 1. 2 By the end of today’s class, you will be able to:  Describe the connection between language, culture and identity.  Articulate the.
Second Language Acquisition
SEDP 651: Multicultural and Global Perspectives in Education Language Culturally/Linguistically appropriate curriculum
English as a Second Language. Vocabulary Terms w ESL w ESOL w CLD w The field of English as a Second Language w The learners who participate ESL w Culturally.
GRDG626: Language, Literacy, and Diversity Multilingual Learners Dr. Gloria E. Jacobs.
UNIT 5 AN ADDITIVE APPROACH TO PLANNING IN PLURILINGUAL CLASSROOMS.
Academic Needs of L2/Bilingual Learners
PSRC SIOP: Train the Trainer 2009 Sheltered Instruction Observation Protocol (SIOP) Leonardo Romero PSRC.
Welcome to Unit 5 Seminar: Stages of Languge Acquisition Learning The Language.
Key Points Chapter Six Shrum and Glisan Special Methods of Instruction I Summer 2012 GRAD 210 Dr. Bowles, Instructor.
Natural Stages of Language Development: Teaching Learners through Principles of Language Acquisition TLPI Spring 2007 Prepared by Virginia Shannon.
Language and Phonological Processes
“English Learners Reading English” By Suzanne Peregoy.
Language & Literacy Practicum in Child Development 1.
Literacy Transfer Important concepts Literacy: –control of secondary uses of language; i.e., reading and writing, understanding of labels, charts, etc;
Language Acquisition Stages Stage1 - Pre-Production Stage2 - Early Production Stage3 - Speech Emergence Stage4 - Intermediate Fluency Stage5 - Fluent English.
Second Language Acquisition
JSP UNIT 5. AN ADDITIVE APPROACH TO PLANNING IN PLURILINGUAL CLASSROOMS. LANGUAGE ACQUISITION RESEARCH.
This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including.
 explain expected stages and patterns of language development as related to first and second language acquisition (critical period hypothesis– Proficiency.
Second Language Reading. Mechanisms of L2 Reading What linguistic knowledge is important in decoding? – Orthographic knowledge is important for decoding.
Second Language Acquisition Jefferson County Board of Education ESL Department By: Rachael Carden.
Goal :Communicative Competence
Teaching English Language Learners with Diverse Abilities
Aspire Session 5 Language Proficiency January 20, 2016.
Second Language Acquisition Important points to remember.
Second Language Development
Language Acquisition Theory BEHS ALP PLAN. Acculturation Acculturation is the process of adjusting to a new place, situation, or language. Your ESL students.
The Road to Literacy Development Native English Speakers vs. ELLs.
TEACHING LITERACY SKILLS – READING & WRITING LING 322.
Input, Interaction, and Output Input: (in language learning) language which a learner hears or receives and from which he or she can learn. Enhanced input:
Second Language Acquisition Think about a baby acquiring his first language. Think about a person acquiring a second language. What similarities and differences.
Do teachers know what the essential literacy skills are? Do teachers know what the essential literacy skills are? Presenters: Ansie Lessing & Marike de.
3. Nine-Twentieth-Century Approaches to Language Teaching
Classical Studies Meeting the literacy and language demands of the curriculum level and NCEA.
Three Theories on Bilingualism
Using Technology to Teach Listening Skills
Second Language Acquisition To Think About: Think about a baby acquiring his/her first language. Think about a person acquiring a second language. What.
TODAY’S SITUATION Teachers in a self-contained classroom, as well as those in core content classes such as Social Studies, Math, Science, and Language.
Cognitive Processes in SLL and Bilinguals:
UNIT 5. AN ADDITIVE APPROACH TO PLANNING IN PLURILINGUAL CLASSROOMS.
Second Language Acquisition
Second Language Acquisition
Chall’s Reading Stages: Unlocking the Code
copyright
Presentation transcript:

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 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 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 Learner is usually made cognitively developed x 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 has an L1 as a resource x 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

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: Sociolinguistic Competence Grammatical Competence Mastery of language code Lexicon Word formation rules Sentence formation rules Pronunciation rules Spelling Sociolinguistic Competence Mastery of appropriate language use n different contexts

Discourse Competence Strategic Competence Mastery of how to combine meanings and forms to create a text in different modes Examples: telephone inquiry, argumentative essays, recipes Strategic Competence Mastery 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 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 Underlying Proficiency

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 One reason for this view is Interlanguage 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