Second Language Approaches Christie Patti Cedar Bluff Elementary Knoxville, TN

SLA Approaches Innatist Theory Interactionist Theory

Innatist Theory Chomsky, 1957 Many aspects of language are not taught but they are “preprogrammed” so teaching of or experiences are not needed Language Acquisition Device (LAD) - innate knowledge of language structures and rules Children have a predisposition for learning language that is triggered by sound and speech

Innatist Cont’d. UG - Universal Grammar - underlying principles or structures of language Language consists of a set of abstract principles that characterize core grammars of all natural languages (Gass, Selinker, 2008).

Interactionist Theory Bruner and Gleason, Vygotsky, Krashen Theory emphasizes interaction between student and environment Language exists for the purpose of communication and can only be learned in the context of interaction and negotiation of meaning

Interactionist Cont’d LASS - Language Acquisition Support System - allows for scaffolding of language Children learn more quickly with frequent interaction Krashen’s comprehensible input (i+1) is necessary for language acquisition Language acquisition vs. language learning (Krashen)

Age Factors Fundamental Difference Hypothesis: children and adults are different in many ways, as far as language acquisition Adults have to learn new language forms – children in addition have to learn that there different forms in different situations Children achieve a “complete” knowledge of their native language In SLA, adults do not master the language completely

Age Factors Cont’d. Fossilization is frequently observed in adults Adults, however, learn language in a more efficient way Adult learners show more cross-linguistic influences than young learners Critical Period Hypothesis (CPH), Lennenberg (1967) – automatic acquisition from exposure seems to disappear after puberty and languages have to be taught

Other Factors Certain elements may heavily impact second language acquisition: education background the language learning method or approach used the age and background of the language learner the language learner’s first language and culture time allotted or available for second language learning materials and resources available for second language learning support (Lynch, 2010) Lynch, Larry (2010). Second Language Acquisition and the Natural Approach. Retrieved on May 21, 2010, from

Tips for Teachers Modified Speech and Language Adjusting the rate and pace of speech Speaking clearly with repetition if needed Simplifying language by using shorter sentences, active voice, and paraphrasing Using explicit discourse markers such as “first” and “next” Limiting the use of idioms and slang Defining new words in context Increased use of visuals, multiple modalities, and nonverbal cues Pictures, charts, graphs, maps, diagrams, props, and realia (real objects) Gestures, facial expressions, and actions to demonstrate meaning Multimedia and objects related to the subject matter Modeling and demonstration Reinforcement of oral language with written cues, written material on the board or overhead, and visual representations of academic concepts (e.g., graphic organizers).

Tips for Teachers Cont’d. Scaffolding Multiple opportunities to practice with hands-on materials, manipulatives, and activities Theme-based content Activating students’ prior knowledge and building background knowledge (through the first language when necessary) Flexible grouping formats (skill groups, pair work, heterogeneous groups) Active Learning Students actively involved in peer instruction Students regularly engaged in instructional conversation and functional communication Teachers understanding that learning is a social act involving personal invention or construction of knowledge Prior knowledge, skills, and abilities of students incorporated into the curriculum Students’ home, community, and culture integrated into the curriculum Learning activities that draw on students’ multiple intelligences (Gardner, 1993), focus on complex meaningful problems, and embed basic skills instruction into global contexts Cooperative Interaction Balanced Curriculum No Author (n.d.). Second Language Acquisition and Instructional Strategies. Retrieved on May 21, 2010, from

Approach at CBES We follow interactionist approach through, Scaffolding Comprehensible input Building background knowledge Meaning negotiation Meaningful application of language through project- based learning, hands-on

My Approach Though taking into consideration students’ innate abilities, I believe that with the hands-on, scaffolded, meaningful instruction students are able to acquire the language In the US public schools, it is necessary to focus on building Cognitive Academic Language Proficiency (CALP) to help students be successful at school

Resources Second Language Learning and Use Strategies: Clarifying the Issues: Teaching Tips: ESL/Bilingual Resource Guide for Mainstream Teachers: Second Language Acquisition and Instructional Strategies: Language Learning Strategies: An Overview for L2 Teachers: Clouston-Strategy.htmlhttp://iteslj.org/Articles/Lessard- Clouston-Strategy.html Language Learning Strategies: An Update:

Sources Chakravarty, Indrani (n.d.). Does Critical Period a Role in Second Language Acquisition? Retrieved on May 22, 2010, from ( Gass, Susan & Selinker, Larry (2008). Second Language Acquisition: An introductory course. New York, NY: Routledge. No Author (n.d.). First Language Acquisition Theories. Retrieved on May 21, 2010, from No Author (n.d.). Theories of Language Acquisition. Retrieved on May 22, 2010, from

MTSU Honor Statement MTSU 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: Christie Patti 5/23/2010