1. Age and Acquisition
Chapter 3

2. Does age affect SLA? L1 development begins in early childhood
SLA can happen at any time in life
We cannot compare how FLA is learned when talking about SLA
Specifically , what challenges do adult learners face when learning a second language?

3. Critical Period Hypothesis
Critical Period – a time when language is gained more easily than adulthood
Before puberty
Best at the earliest ages
Does not mean that adults cannot easily gain another language
Accent*

4. Accent Authentic Phonology – basically, accent
Nearly impossible to have native accent when beginning language learning after puberty
What is the importance of accent when learning a second language?
Is having a native accent necessary to fluency?

5. Cognitive Considerations
Piaget’s Theory of Cognitive Development
Implicit Learning
Natural acquisition
Explicit Learning
Focused attention and learning
Equilibration
Organizing knowledge in a stepwise fashion
Rote vs. Meaningful Learning

6. Equilibration

7. Piaget’s Theory of Cognitive Development

8. Affective Considerations – Age
Affective Domain – means the emotions that affect learning
Egocentricity – is everything about that person?
Inhibitions – protections of self-identity/fear of exposure
Language Ego – identity based on language
Korean – collectivism, respect
English – individualism, self-respect
Moving to a second identity can be challenging
Attitude – positive or negative
Peer Pressure – do they feel comfortable to practice language?

9. The Role of the Affective Domain in Teaching
What does the affective domain affect in teaching?
Rate of learning
Effectiveness of learning
Openness to learning
Openness to creating a new identity

10. Linguistic Considerations
Bilingualism – speaking more than one language
Child bilingualism – age and sibling factors
First child -> second child -> etc.
Coordinate Bilinguals versus Compound Bilinguals
Coordinate – different contexts
Compound – same context, one meaning system
Code-switching – switching between languages

11. Age and Interference
Interference – accents, grammar, spelling, vocabulary
Children
L1 and L2 are less likely to interfere
Adults
L1 and L2 are more likely to interfere

12. Order of Acquisition Order of Acquisition
All children learn language in the same order (depending on language)
The order is similar to adult SLA learning
Most language programs follow the same pattern
Creative Construction
Similar to how children learn FLA, children also learn SLA through the same process
Order of Acquisition
Present progressive (-ing)
In, on
Plural (-s)
Past irregular
Possessive (-’s)
Uncontractible copula (is, am, are)
Articles (a, the)
Past regular (-ed)
Third-person regular (-s)
Third-person irregular

13. Teaching Methods TPR – Total Physical Response
Differentiated Instruction – focuses on kinesthetic
“Draw a rectangle on the board.”
“Walk quickly to the door and hit it.”
Natural Approach – adults should get language the same as kids
Delay production until natural emergence
Relaxed classroom
Comprehensible Input