1. Daiva Berzinskas ELS Language Centers Email: daivaberz@gmail.com

2. Behaviorist view: language learning is a result of imitation and an automatic habit. LAD: Theory suggested by Noam Chomsky Language learner participant in creating language, not imitating.. All children are born with a LAD, which helps children produce and understand language when developed at an early age.

3. Language acquisition and processing develop in the left hemisphere of the brain (Persylvian region). Ages 2 -12 – The critical period for natural second language acquisition to take place in children. After age 12 brain enters period of “plasticity” making SLA difficult.

4. 3 Contextual Factors: Language: Linguistic distance between L1 and L2 Proficiency in L1 and knowledge of L2 Dialect native language The Learner: Presence of peer pressure Role models Level of home support The Learning Process Different learning styles of students should be considered Intrinsic motivation Quality of classroom interaction

5. Innatist Approach: Result of Chomsky’s work Language is a biological process driven by LAD Universal Grammar is shared by all human beings Interactionist Approach: Emphasizes learner interaction Social implications in language learning

6. Humans are “hard-wired” to learn language. Learners play an active role in the process. Learner simply needs language samples to get started since Universal Grammar is present. In the classroom: Students create grammar by testing hypotheses. RULE: past tense verbs are created by adding -ed According to this when learning to go: the student wil say:"goed" Eventually, student will revise this hypothesis to accommodate exception of the past tense of irregular verbs. Students create grammatically correct sentences by using rules instead of repeating what they have heard.

7. Language learning is based on social interaction between learners, teachers, and peers. Vygotsky’s Zone of Proximal Development (ZPD) Language develops over time due to many instances in interactions. In the classroom: Teacher must create as many lessons as possible which stress social interaction for L2 speakers with L1 speakers in the community.

8. Interactionist Approach: Social aspects of language acquisition are emphasized and encouraged. HOW? Speaking Evaluations Contact America Activities – public interaction Role play MY CLASSROOM

9. Have students set personal goals for language learning. Create a supportive classroom environment to encourage class participation and interaction with fellow students. Create lessons that provide opportunities for community involvement. Know cultural influences in the classroom.

10. Colorin’ Colorado http://www.colorincolorado.org/ http://www.colorincolorado.org/ Ideas for Motivating Students http://honolulu.hawaii.edu/intranet/committees /FacDevCom/guidebk/teachtip/motiv.htm http://honolulu.hawaii.edu/intranet/committees /FacDevCom/guidebk/teachtip/motiv.htm 75 ESL Teaching Ideas http://iteslj.org/Techniques/Houston- TeachingIdeas.html http://iteslj.org/Techniques/Houston- TeachingIdeas.html National Association of Bilingual Education (NABE) http://www.nabe.org/ http://www.nabe.org/ TESL Website Index http://www.tefltesl.freeonline.co.uk/teaching.ht m http://www.tefltesl.freeonline.co.uk/teaching.ht m

11. First Language Acquisition. Retrieved on May 23, 2010, from http://www.edumaldives.com/downloads/First_Lan guage_Acquisition.pdf Clark, Beverly (n.d). First and Second Language Acquisition in Early Childhool. Retrieved on May 23, 2010 from http://ceep.crc.uiuc.edu/pubs/katzsym/clark-b.pdf Gass, S.M. & Selinker, L. (2008). Second language acquisition: An introductory course (3 rd ed.). New York: Routledge. Haynes, Judi (2005). Stages of Second Language Acquisition. Retrieved on May 24, 2010, from http://www.everythingesl.net/inservices/language_ stages.php Walqui, Aida. (2000). Contextual Factors in Second Language Acquisition. Eric Digest. Retrieved on May 23, 2010, from http://www.cal.org/resources/digest/digest_pdfs/0 005-contextual-walqui.pdf MTSU HONOR STATEMENT This assignment/assessment was solely written by me. In no way have I plagiarized (represented the work of another as my own) or otherwise violated the copyright laws and academic conventions of fair use. I know that violations of this policy may result in my being dismissed from Middle Tennessee State University and / or appropriate legal action being taken against me. Daiva Berzinskas 5-23-10