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Introduction
This session will introduce:
The current research-based theories and models of second-language acquisition
The cognitive and social strategies learners use in developing a second language
The natural building process of language acquisition
Terminology to Know
Affective lter
BICS
CALP
CULP
Idioms
L-1/L-2 primary language/second language
Communicative competence
Typical age
6-8 months
Description
Repeating CV patterns
Example
ba-ba-ba ma-ma-ma
1 year
Naming words (nouns) used in context overextensions or underextensions Combining words and using set phrases Overgeneralization of the regular case
ACTIVITY
Quick write: For two minutes, write about ways in which you predict rst language acquisition and second language acquisition to be different and similar.
L-1 (primary language) L-2 (second language)
Suggested Answer
Your answer should include some of the following:
L-1 (primary language) L-2 (second language) fewer patient models of L-2 academic language learner is focused on both BICS and CALP L-2 learners don't babble in L-2
Duration
6-8 months up to 500 "receptive" words 6 months (1,000 Words receptive) 1 year (about 3000 words) 1 year (6,000 words)
Description
Responds by pointing to an object, picture, or person; performing an act, such as standing up or closing a door; gesturing/ nodding; "yes"/"no." Uses one- or two-word phrases, short answers to simple yes/no, either/or, or who/what/where questions. short phrases and simple sentences; asks and answers simple questions.
Example
Point to the country on the map that is north of the United States. Do you prefer to drink milk or water? What is your brothers name? I need my book. Can I go to the bathroom? I agree with Marco. I need to wash my hands, may I go to the bathroom?
Formal instruction may be useful but is not essential for acquiring the second language.
Krashen hypothesizes that a high level of stress and anxiety creates a lter that impedes learning When the students affective lter is low, the languagelearner is likely to be motivated and condent A lot of language learning will take place
The Learner
The affective filter hypothesis The monitor hypothesis
The Teacher
The input hypothesis The acquisitionlearning hypothesis
The Language
The natural order hypothesis
Language comprised of BICS/CALP Common underlying prociency Cognitively undemanding vs. demanding language
BICS
Basic Interpersonal Communication Skills
Conversational language
Acquired through personal
interaction
Topics are familiar, concrete
Includes vernacular
Body language
Source: Dr. Jim Cummins, 1979
CULP
Common Underlying Language Prociency
Concept knowledge transfers across languages
Building up L1 pays off in L2 also
Explains why learning subsequent languages becomes easier and easier
Additive vs. subtractive bilingualism
Dr. Jim Cummins, 1991
L-1 is an Asset
What you know in one language contributes positively to learning a new language. Build on what students know:
Concepts transfer Reading skills transfer Cognates Bilingual dictionary Use L-1 resources
Topic Review
About the learners
About the language
About the teacher
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References
Cummins, J. (1979) Cognitive/academic language prociency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129.
Cummins, J. (1991) Language Development and Academic Learning Cummins, J in Malave, L. and Duquette, G. Language, Culture and Cognition Clevedon: Multilingual Matters
Krashen, S. (1981), Second Language Acquisition and Second Language Learning,Pergamon
Downloadable from http://www.sdkrashen.com/ SL_Acquisition_and_Learning/index.html
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