1. Second Language Acquisition
Developed by
Dr. Laurie R. Weaver
Dr. Judith A. Marquez
University of Houston-Clear Lake

2. Objectives The participant will be able to
explain expected stages and patterns of language development as related to first and second language acquisition.
explain how first language development affects development of English.

3. 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? Discuss your ideas with a
partner then examine the next four slides.

4. 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

5. First and Second Language Acquisition
Characteristics L1 Learner L2 Learner
understands more when input
is modified (caretaker talk,
foreigner talk) x x
develops language in predictable
stages x x
makes developmental errors x x
experiences a silent period x x

6. First and Second Language Acquisition
Characteristics L1 Learner L2 Learner
is usually made cognitively x
developed
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

7. First and Second Language Acquisition
Characteristics L1 Learner L2 Learner
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

8. 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?
Discuss your ideas with a partner.

9. Age and Second Language Acquisition
The Critical Period Hypothesis (Eric Lenneberg (1967)
Lenneberg stated that:
L2 is best learned between age 2 and puberty
Ability to learn language is negatively affected by the completion of process of lateralization

10. Age and Second Language Acquisition
Critical Period Hypothesis
Laterialization is when each side of the brain develops its own specialized functions
Young learners use the same part of the brain for learning both languages
Older learners use different parts of the brain

11. Age and Second Language Acquisition
Lenneberg stated that
Lateralization is completed by puberty
Therefore, an L2 should be learned between age 2 and puberty (according to Lenneberg)
More recent research has indicated that lateralization actually is completed by age 5

12. Age and Second Language Acquisition
Therefore, young learners (before age 5) are actually native speakers of both languages
They learn both L1 and L2 the way a native speaker does
J. Lessow-Hurley. (2005). The foundations of dual language instruction.

13. Age and Second Language Acquisition
Advantages to being a younger learner
More likely to develop a native-like accent
Less to learn to be considered proficient
More likely to receive comprehensible input

14. Age and Second Language Acquisition
Advantages to being an older learner
Can consciously use strategies to aid learning
Has knowledge from L1 to draw from
Has greater control over input

15. Proficiency: What is it?
To Think About:
When is a person proficient in a second language?
How do you know a person is proficient?
Discuss your ideas with a partner.

16. Proficiency
Proficiency includes grammatical, sociolinguistic, discourse and strategic competence
Age appropriate competence in each of these areas needs to be developed to be considered proficient in a second language

17. Proficiency Grammatical Competence Mastery of language code
Lexicon (vocabulary)
Word formation rules
Sentence formation rules
Pronunciation rules
Spelling

18. Proficiency Sociolinguistic Competence
Mastery of appropriate language use in different contexts
How to speak to a friend
How to speak to someone in authority
How to speak socially vs. professionally

19. Discourse Competence
Mastery of how to combine meanings and forms to create a text in different modes
Examples:
Telephone inquiry
Narrative text
Oral report

20. Proficiency Discourse Competence
Mastery of how to combine meanings and forms to create a text in different modes
Examples:
Telephone inquiry
Narrative text
Oral report

21. Proficiency Strategic Competence Examples: How to ask for help
Mastery of verbal and non-verbal strategies to compensate for breakdowns in communication
Examples:
How to ask for help
How to rephrase a statement

22. Proficiency: How long does it take?
To Think About:
If you wanted to learn another 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?
Discuss your ideas with a partner.

23. Proficiency: How long does it take?
BICS ( Basic Interpersonal Communication Skills)
2 to 3 years
Ability to converse and understand every day discussions

24. Proficiency: How long does it take?
CALP (Cognitive Academic Language Proficiency)
4 to 10 years
Ability to read, write, speak, and listen at an academic level

25. Stages in Second Language Acquisition
How can you identify a learner’s language acquisition level?
Discuss with a partner how the language acquisition level can be determined. In other words, how do you know if a learner is a beginner, an intermediate, or advanced learner of the L2?

26. Stages in Second Language Acquisition
Instead of using beginner, intermediate and advanced, a more specific classification system can be used.
A learner can be at the preproduction, early speech, speech emergence or intermediate fluency stage

27. 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

28. Stages in Second Language Acquisition
Preproduction/Comprehension Stage
The teacher should NOT force the learner to talk
The teacher should ask the learner to draw, point, act out, label

29. Stages in Second Language Acquisition
Early Speech Production
Characteristics Can understand more than can produce Can produce one or two words at a time Will pick up phrases (He cutted.)

30. Stages in Second Language Acquisition
Early Speech Production
The teacher should ask the learner yes/no questions
The teacher should ask the learner choice questions (Is this a ___ or a ___?)

31. Stages in Second Language Acquisition
Speech Emergence
Characteristics
Speaks in phrases
Makes lots of errors
Interlanguage occurs (a mixture of vocabulary and structures from both languages)

32. Stages in Second Language Acquisition
Speech Emergence
The teacher should ask the learner questions such as What is this? What does ___ do?

33. Stages of Second Language Acquisition
Intermediate Fluency
Characteristics
Appear orally fluent
Errors are same errors native speakers make
Struggle with content area reading and writing.

34. Stages of Second Language Acquisition
Intermediate Fluency
The teacher should modify higher level questions. For example, instead of asking a student to compare two items, the teacher should ask the student how two items are the same. Then the teacher should ask how they are different.

35. Stages of Second Language Acquisition
Select a topic that you teach (for example, fairy tales, plant life, animals, etc.). Then, think of how you would involve a learner at each language proficiency level in the lesson. For example, you might think of questions that you could ask learners at each proficiency level. Or, you might think of an activity in which learners at each proficiency level could participate.

36. 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?
Discuss your ideas with a partner.

37. Common Underlying Proficiency/Transferability Theory
Look at the next slide which illustrates a Dual Iceberg Representation of first and second language development. What does this illustration mean?

38. Dual Iceberg Representation
Surface Features Surface Features
of L1 of L2
Common
Underlying
Proficiency

39. Common Underlying Proficiency/Transferability Theory
Many skills and concepts are common or interdependent across languages.
A skill or concept learned in one language transfers to another language when the requisite vocabulary is acquired

40. Common Underlying Proficiency/Transferability Theory
For example, a learner only learns to read once. If a learner can read, he/she can read in another language, once the vocabulary is learned.
What needs to be explicitly taught in the other language are the features that are different.

41. 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

42. What Literacy Skills Transfer?
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

43. 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

44. Threshold Hypothesis
The threshold hypothesis states there is a threshold level of ability that needs to be reached in one language in order for a learner to be successful in another language
The threshold hypothesis also states that high levels of bilingualism have positive cognitive effects

45. Threshold Hypothesis
Examine the table on the next slide. What does this table mean?

46. Threshold Hypothesis Level of Competence Type of Bilingualism
Cognitive Effects
Above the threshold in L1 and L2
Additive
Positive
Above the threshold in one language
Neutral
Below the threshold in L1 and L2
Negative

47. 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

48. What have you learned?
With a partner, list three new things you have learned from this presentation.