1. 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?

2. 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
understands more when input is modified
(caretaker talk, foreign talk) x x
develops language in predictable stages x x
makes developmental errors x x
experiences a silent period x x

3. Characteristics L1 Learner L2 Learner
is usually made cognitively developed x
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
has an L1 as a resource x
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

4. 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?

5. Critical Period Hypothesis
The Critical Period Hypothesis states that and individual must acquire a language by a critical period or it will be difficult to acquire a language. This is in terms of First Language Acquisition.
The main advantage to learning a language when younger is that the individual is more likely to acquire a native-like accent.

6. Proficiency: What is it?
To Think About:
When a person proficient in a second language?
How do you know a person is proficient?

7. Proficiency: Sociolinguistic Competence Grammatical Competence
Mastery of language code
Lexicon
Word formation rules
Sentence formation rules
Pronunciation rules
Spelling
Sociolinguistic Competence
Mastery of appropriate language use n different contexts

8. Discourse Competence Strategic Competence
Mastery of how to combine meanings and forms to create a text in different modes
Examples: telephone inquiry, argumentative
essays, recipes
Strategic Competence
Mastery of verbal and non-verbal strategies to compensate for breakdowns in communication

9. Proficiency: How long does it take?
To Think About:
If you wanted to learn a second 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?

10. BICS ( Basic Interpersonal Communication Skills)
2 to 3 years
Ability to converse and understand every day discussions
CALP (Cognitive Academic Language Proficiency)
5 to 7 years
Ability to read, write, speak, and listen at an academic level

11. 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

12. Early Speech Production Characteristics
Early Speech Production Characteristics Can understand more than can produce Can produce one or two words at a time Will make lots of errors Interlanguage occurs (a mixture of vocabulary and structures from both languages

13. Speech Emergence Characteristics
Will be able to understand more than they can produce
Interlanguage continues to occur
Longer utterances
Decreases in errors

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

15. 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?

16. Common Underlying Proficiency/Transferability Theory
Many skills and concepts are common or interdependent across languages.

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

18. 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

19. 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

20. 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

21. Threshold Hypothesis One reason for this view is Interlanguage
Bilingualism has been viewed as a handicap and a cause of cognitive confusion.
One reason for this view is Interlanguage
Another reason has to do with the
Threshold Hypothesis

22. 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