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- 1Behaviorist TheoriesChildren imitate sounds and practice what they hear. Correct structures are positively reinforced. Language acquisition is, thus, a process of habit formation.
- 2Innatist ThoeriesAbility to use language is inborn in humans.
There is a finite “Universal Grammar” that encompasses all possible human language grammatical rules. - 3Interactionist TheoryLanguage Acquisition emerges from communication; children are active participants in negotiating meaning with caregivers and community; language acts scaffolded by caregivers.
Caregivers modify input and carry much of conversational load as language emerges. - 4Interactionist Theory 2This theory argues that a child develops language because it is necessary for communicating wants and needs; a baby is able to communicate through crying, laughing, facial expressions and other physical displays but can't communicate complex thoughts.
This theory is supported by the fact that adults change their vocabulary, pitch and speed of speech when talking to infants and young children—called baby talk—and children prefer listening to baby talk than
the normal language used by adults. - 5The Acquisition-Learning HypothesisThe Acquisition-Learning Hypothesis--This hypothesis states that there are
two different ways to develop language, through language acquisition and
language learning. Language acquisition occurs naturally when language is
used in communication and interaction. Language learning involves explicit
instruction in language rules and grammar - 6The Natural Order HypothesisThe Natural Order Hypothesis—This hypothesis states that the acquisition
of grammatical structures happens in a predictable order. (Wilson, 2000)
Certain structures are acquired first, followed by more difficult ones. - 7The Monitor HypothesisThe Monitor Hypothesis—With this hypothesis, it is believed that language
that has been consciously learned acts as an editor. In instances where the
learner has time to process the language needed, this conscious editor is
called the Monitor. (Wilson, 2000) The monitor is used to make corrections
in L2 production, after language is acquired. - 8The Input HypothesisThe Input Hypothesis—This hypothesis states that learners acquire
language by receiving input that is slightly higher than their current level of
language proficiency. - 9The Affective Filter HypothesisThe Affective Filter Hypothesis—This hypothesis reflects the personal
attitude of the learner as well as their attitude about their environment.
The learner must feel comfortable in their situation, and be motivated to
use the target language, in order to acquire more language to be used in
communication. - 10The Acquisition-Learning Theory ImplicationAs a second language teacher, the ideal is to create a situation wherein language is used in order to fulfill authentic purposes. This is turn, will help students to ‘acquire’ the language instead of just ‘learning’ it.
- 11The Monitor Hypothesis ImplicationAs an SL teacher it will always be a challenge to strike a balance between encouraging accuracy and fluency in your students. This balance will depend on numerous variables including the language level of the students, the context of language use and the personal goals of each student. This balance is also known as Communicative competency.
- 12The Natural Order Hypothesis Implicationscaffolding
- 13The Input Hypothesis Implicationusing the Target Language in the classroom.
- 14The Affective Filter Hypothesis Implicationcreate a safe, welcoming environment in which students can learn
- 15BICSBasic Interpersonal Communication Skills
Social English
Everyday vocabulary
6 months- 2 years to acquire - 16CALPCognitive Academic Language Proficiency
A student's ability to cope with the academic demands from various subjects.
Academic language used in schools and on formal assessments.
5-10 years to acquire. - 17CUPCommon Underlying Proficiency
knowledge/proficiency acquired in one language transfers to the second language - 18SUPL1 and L2 acquisition are completely non-related.
- 19Quadrant 1High context, Low cognitive demand (easiest)
Context embedded
BICS
Oral presentations, content classes (art/music), Face-to-face conversation, following directions. - 20Quadrant CLow context, low cognitive demand
Context reduced
Telephone convo, simple written instructions-no illustrations, Note on refrigerator - 21Quadrant BHigh context, high cognitive demand
Demonstrations, science experiments, basic math computations, social studies, projects and activities. - 22Quadrant DLow context, high cognitive demand
CALP
Cognitive demanding
Standardized tests, math concepts and applications, explanations of new abstract, lecture with few illustrations - 23Interlanguageis the term for a dynamic linguistic system that has been developed by a learner of a second language who has not become fully proficient yet but is approximating the target language: preserving some features of their first language, or overgeneralizing target language rules in speaking or writing the language
- 24How would you engage ELLs in English language interaction at different levels?L1: Greet these students in English and ask them to respond in English.
L2: Ask these students to read or say a sentence in English.
L3: Ask to read a paragraph in English.
L4: Write a paragraph in English.
L5: write a paper in English.
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- Flashcards on Untitled, created by aimee.bell87 on 02/12/2014.
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