Second Language Acquisition

Developed by

Dr. Laurie R. Weaver

Dr. Judith A. Marquez
University of Houston-Clear Lake

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.

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.

First and Second

Characteristics
L1 Learner
Language
Acquisition
constructs language from

L2 Learner

prior conceptual knowledge

is an active learner who tests

and revises hypotheses

requires interaction

uses cognitive strategies

(i.e., overgeneralization)

First and Second

Characteristics
L1 Learner
L2 Learner
Language
Acquisition
understands more when input
is modified (caretaker talk,
foreigner talk)
x
x
develops language in predictable
stages
x
x
makes developmental errors

experiences a silent period x

First and Second

Language Acquisition

Characteristics

L1 Learner

is usually made cognitively

developed

L2 Learner

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

First and Second

Characteristics
L1 Learner
Language Acquisition

L2 Learner

is familiar with one or more

other cultures

may have a problem with

attitude/motivation

is more likely to be inhibited or

anxious

Adapted from: P. Richard-Amato. (1996). Making it happen: Interaction in the second

language classroom. P.27

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.

Age and
The Critical Period Hypothesis (Eric Lenneberg (1967)
Second Language Acquisition
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

Age and
Critical Period Hypothesis
Second Language Acquisition

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

Age and

Second
Language
Lenneberg
stated that Acquisition

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

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.

Age and
Advantages
to being a younger
learner
Second
Language
Acquisition

More likely to develop a native-like accent

Less to learn to be considered proficient
More likely to receive comprehensible input

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

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.

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

Proficiency

Grammatical Competence

Mastery of language code

Lexicon (vocabulary)
Word formation rules
Sentence formation rules
Pronunciation rules
Spelling

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

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

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

Proficiency

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

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.

Proficiency: How long does it

take?

BICS ( Basic Interpersonal Communication

Skills)
2 to 3 years
Ability to converse and understand every day
discussions

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

Stages in Second
Language
Acquisition

How can you identify a learners 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?

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

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

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

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.)

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
___?)

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)

Stages in Second
Language Acquisition

Speech Emergence

The teacher should ask the learner questions

such as What is this? What does ___ do?

Stages of Second
Language
IntermediateAcquisition
Fluency

Characteristics
Appear orally fluent
Errors are same errors native speakers make
Struggle with content area reading and
writing.

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.

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.

First Language Development

To Think About:
Do you think the childs first language is a
hindrance or a help in terms of learning a
second language? Why?
Discuss your ideas with a partner.

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?

Dual Iceberg Representation

Surface Features

Surface Features

of L1

of L2

Common
Underlying
Proficiency

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

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.

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

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

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. 209-221

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

Threshold Hypothesis

Examine the table on the next slide. What

does this table mean?

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
Below the
threshold in
L1 and L2

Neutral

Positive

Negative

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

What have you learned?

With a partner, list three new things you

have learned from this presentation.