1. Overview of Approaches to Second Language Acquisition
Gema Sieh
Highland Rim School

2. Innatism Work of Noam Chomsky Language is a natural biological process
Language Acquisition Device (LAD)
Humans have the innate capacity for language
Universal Grammar
A set of unconscious rules that govern a language
Regardless of language, the ability to identify correctly formed sentences is universal and independent of meaning
UG the catalyst in language learning

3. LAD may place constraints on second language acquisition
May be why young learner have more difficulty learning a second language

4. Interactionist
Places emphasis on learner interaction and the social aspects of language learning
Research shows that feedback given to second language learners (error corrections) assisted in promoting language acquisition

5. Learning involves interactions between learners, teachers, and peers
Interactons are essential and vital to second language learning. They become a source of input (Lantolf, 2000)

6. Age Factor in second language acquisition
Children are more likely to attain native-like proficiency in a second language than are teenagers or adults (Gass and Selinker, 2008)
Children acquire phonology more easily
Adults can learn parts of a second language quicker such as morphology and syntax
There are sensitive periods when language learning is more successful

7. Contextual Factors That Affect Second Language Acquisition
Language distance – This refers to the differences or similarities between L1 and L2. English and Spanish are much closer than English and Chinese
Native language proficiency – According to Walqui (2000) “The more academically sophisticated the students’ native language knowledge and abilities, the easier it will be for that student to learn a second language.”
Knowledge of the second language – A student’s prior knowledge of L2 affects learning.
Dialect and register – This refers to speech patterns that may differ from those the student is familiar with as part of a social group.
Language attitudes – Attitudes of the learner, peer group, neighborhood and society can have both positive and negative effects. This becomes an issue when the learning of L2 may be perceived as having to give up L1 especially as it relates to culture.

8. Learner
Diverse needs – Because of the diversity in our classrooms, the needs of individual students can be very different. Differentiation of instruction is inevitable.
Diverse goals – This can range from becoming completely proficient in L2 and eventually go to college to just being able to function with basic communication skills.
Peer groups – Peer pressure can undermine the intensions of parents or teachers.
Home support – It is important for parents to show support for the student’s progress.

9. Learning process
Learning styles –Students can be visual, auditory, or kinesthetic learners.
Motivation – Are students intrinsically motivated, because of pleasure or value, or extrinsically motivated, because of some reward?
Classroom interaction – Language learning occurs as the outcome of interactions and communication with others in the target language.

10. Tips for teachers Activate prior knowledge before a lesson
Use concrete examples, (pictures, videos, items) when teaching vocabulary
Because ESL’s decode doesn’t mean they can understand.
Academic vocabulary comes much later than social vocabulary
Their culture may explain their behavior
Graphic organizers make content area easier to understand

11. Best Approach for ESL’s at HRS
Interactionist Approach
Cooperative learning
Authentic discourse
Games used for learning languge
Discussion
Interactions with teachers and peers highly important

12. My Personal Approach Interactionist Socialization important
Build on background knowledge
Questions, questions, questions
Cooperative learning benefits ESL students
Scaffolding vocabulary in all subjects

13. Helpful References
55 inservice ideas and strategies for teachers of ESL students
Information, activties, and advice for educators of Spanish-speaking families
Glossary of Primary and Second Language Acquisition Terms
Activities for ESL students

14. References
Askildon, L. R. (n.d.). Second Language Acquisition Theory. Retrieved from Center for English as a Second Language
Gass, S. M. & Selinker, L. (2008). Second language acquisition: An introductory course. New York, NY: Routledge.
Walqui, A. (2002). Contextual factors in second language acquisition (EDO-FL-00-05). Retrieved from Center for Applied Linguistics website: