1. Language Acquisition Balancing the Scales By: Matt Edwards CUI 605

2. Introduction Research conducted on Second Language Acquisition has yielded many theories surrounding the process by which human beings learn language. Each of these theories offers valuable insight into the nature of language, and provides information crucial to the development of a successful language- learning curriculum.

3. Introduction This investigation will highlight the authors of theories, as well as the hypotheses that led to each theory. I have divided these theories into two categories: biological and linguistic.

4. Differences L1 L1 The first language that is acquired by a person The first language that is acquired by a person Learned at a young age or from birth Learned at a young age or from birth Theories state that the body is hardwired for learning language and that this will come naturally in first language acquisition Theories state that the body is hardwired for learning language and that this will come naturally in first language acquisition L2 L2 Any language learned after the first language acquisition has taken place Any language learned after the first language acquisition has taken place Learned at any age Learned at any age Theories state that as you get older, the barriers that hinder you from learning a second language increase Theories state that as you get older, the barriers that hinder you from learning a second language increase

5. Biological Theories “Biological theories” are those which relate linguistic ability with biological processes. “Biological theories” are those which relate linguistic ability with biological processes. Critical Age Theory Critical Age Theory Proposed by Eric Lennenberg in 1967, the Critical Age Theory claims that children have an innate ability to learn language, particularly between the ages of two to thirteen. Proposed by Eric Lennenberg in 1967, the Critical Age Theory claims that children have an innate ability to learn language, particularly between the ages of two to thirteen. More recent studies, however, have disproved some of Lennenberg’s findings. More recent studies, however, have disproved some of Lennenberg’s findings. Most notably, research has shown that language acquisition has usually leveled by the age of five (O’Malley & Valdez-Pierce, p.136). Most notably, research has shown that language acquisition has usually leveled by the age of five (O’Malley & Valdez-Pierce, p.136).

6. Biological Theories Language Acquisition Device Theory Language Acquisition Device Theory Proposed by Noam Chomsky, proposes that infants are endowed with the capacity to acquire a natural language –in essence, they are “hardwired” to do so– and that all that is necessary to spark linguistic aquisition is exposure to the target language. Proposed by Noam Chomsky, proposes that infants are endowed with the capacity to acquire a natural language –in essence, they are “hardwired” to do so– and that all that is necessary to spark linguistic aquisition is exposure to the target language. Monitor Model Monitor Model Proposed by Steven Krashen in the 1970s Proposed by Steven Krashen in the 1970s The Monitor Model proposes that human beings have two different “modes” through which they learn language: either through acquisition, which takes place at the subconscious level, or by learning, a conscious language process. The Monitor Model proposes that human beings have two different “modes” through which they learn language: either through acquisition, which takes place at the subconscious level, or by learning, a conscious language process. This theory is hindered by the idea of the affective filter (another term of Krashen’s), simply defined as anything that might impede the input and output of language, such as “motivation, attitude, self-confidence, and anxiety”. It is widely believed that these filters increase with age (O’Malley & Valdez-Pierce, p.136). This theory is hindered by the idea of the affective filter (another term of Krashen’s), simply defined as anything that might impede the input and output of language, such as “motivation, attitude, self-confidence, and anxiety”. It is widely believed that these filters increase with age (O’Malley & Valdez-Pierce, p.136).

7. Our Influence On The Affective Filter

8. Linguistic Theories “Linguistic theories” are those hypotheses that concentrate on language itself. Grammar, morphology, syntax, and semantics represent but a few of the areas of study that have generated linguistic theories. “Linguistic theories” are those hypotheses that concentrate on language itself. Grammar, morphology, syntax, and semantics represent but a few of the areas of study that have generated linguistic theories. Contrastive Analysis Hypothesis Contrastive Analysis Hypothesis Proposed and believed by many different theorists. Proposed and believed by many different theorists. It is possible to contrast one language with a second language in order to predict difficulties a speaker of the first language will experience while acquiring the second language. It is possible to contrast one language with a second language in order to predict difficulties a speaker of the first language will experience while acquiring the second language. Some grammatical patterns in L1 (the first language) will be consistent with the structures from L2 (the target language); these structures, according to the theory, will automatically transfer, leaving the educator free to focus on those structures that are different (O’Malley & Valdez- Pierce, p.136). Some grammatical patterns in L1 (the first language) will be consistent with the structures from L2 (the target language); these structures, according to the theory, will automatically transfer, leaving the educator free to focus on those structures that are different (O’Malley & Valdez- Pierce, p.136).

9. Linguistic Theories General-Transformational Theory General-Transformational Theory Proposed by Noam Chomsky Proposed by Noam Chomsky It is possible to compare the system of one language with that of a second language in order to predict the difficulties a speaker of the former will experience while acquiring the second language. It is possible to compare the system of one language with that of a second language in order to predict the difficulties a speaker of the former will experience while acquiring the second language. Chomsky’s theory proposes that languages only differ in superficial ways, so anyone who already speaks one language already knows a great deal about any other language to be learned (O’Malley & Valdez- Pierce, p.136). Chomsky’s theory proposes that languages only differ in superficial ways, so anyone who already speaks one language already knows a great deal about any other language to be learned (O’Malley & Valdez- Pierce, p.136).

10. Factor In This!! The adjustment to a new country is often traumatic for new immigrants, who may be simultaneously dealing with traumatic events from their countries of origin. Children generally go through several stages of uprooting (NC TESOL, 1997). The adjustment to a new country is often traumatic for new immigrants, who may be simultaneously dealing with traumatic events from their countries of origin. Children generally go through several stages of uprooting (NC TESOL, 1997). Leaving family, friends and familiar surroundings Leaving family, friends and familiar surroundings Excitement or fear of the journey Excitement or fear of the journey Curiosity about their new country Curiosity about their new country Culture shock and depression that can occur when the child begins school Culture shock and depression that can occur when the child begins school Pressure to assimilate, to become like his/her peers Pressure to assimilate, to become like his/her peers

11. Conclusion Although the theories considered here tend to be the most prevalent to Second Language Acquisition, they are by no means the only theories related to this topic, nor is any one stronger than the others. Indeed, each of these theories is constantly reviewed with some degree of criticism. Each one, however, offers insight into the linguistic processes of the human mind, and therefore are valuable to second language educators.

12. Relax Your ESL students have a specific, immediate need that makes them eager students (even though they may behave otherwise). It is not an insurmountable problem. With patience, kindness, determination, and willingness on the part of the teacher, both of you will experience much success.

13. References Carolina TESOL, English Language Learners in Public Schools: K-12 Interest Section, March 1997. Carolina TESOL, English Language Learners in Public Schools: K-12 Interest Section, March 1997. O’Malley & Valdez-Pierce. “Authentic Assessment For English Language Learners”. Addison-Wesley Publishing, pp.135-162. O’Malley & Valdez-Pierce. “Authentic Assessment For English Language Learners”. Addison-Wesley Publishing, pp.135-162.