FIRST & SECOND LANGUAGE ACQUISITION & LEARNING:

AMERICAN SIGN LANGUAGE & ENGLISH

Heather GibsonM.Ed, M.Sc

Overview:

• Bilingualism & Bilingual• Universal Grammar – Chomsky’s Theory• Critical Period Hypothesis – Lenneberg's Theory• Acquisition & Learning• Primary and Secondary Levels of Language• Individual Learning Differences• Social-Psychological Forces• Process of Learning a Second Language• Fossilization• The Roles of Formal and Informal Instruction

MINDS ON

THINK-PAIR-SHARE WHAT TO DO:

In your own words, what do we know about first & second language?

Discuss this with your elbow partner for 2-3 minutes

Bilingualism:

What is Bilingualism?

• Bilingualism - the ability to use two languages (e.g., French & English, ASL & English, LSQ & French) in different social contexts

Note: Bi-linguality focuses on the thinking processes of individuals who use two languages

Bilingual:

• Acquire & develop first and second languages

• Instruction is given in two languages (all content areas)

• Conversation and dialogue, in both languages occurs, in all content areas

* For most minority students, English is their second language. Students use different strategies to transfer from one language to another to gain and access information.

Universal Grammar • UG embodies linguistic features common to all languages (e.g., phonology, morphology,

syntax, semantics);

• Every human has universal grammar (UG) in their brain which gives them the ability to develop language;

• UG has a set of embedded grammar principles;

• UG needs input to develop language (L1);

• UG accepts the basic grammar of L1 (unmarked features of L1);

• More complicated grammar (marked features of L1) builds upon the unmarked features. UG has the capacity to develop more complex aspects of language. e.g., from Unmarked and Marked handshapes – ABCS105 – EXTR78;

• Instructors have the tendency to focus on the output – not input.- UG + input = L1 (native language)

ASL-using children’s ability to learn or not learn a language has nothing to do with the brain or the language acquisition process. It has to do with what language input they are exposed to.

Native (innate, natural) language can disappear if there is no input.

• Genie• Wild Boy of Aveyron• Isolated Individuals

Universal Grammar :• Social Linguistics• Core• Universal Grammar Input - Acquired? Learned?• Time process: specific time that children acquire grammar

Chomsky's Theory: Universal Grammar

Critical Period Hypothesis (CPH)

• Critical period for language development• New Research: Period extends from approx. 0 to the ages of 3• The window of opportunity: as the child becomes older, the

window “closes”• The lateralization of language functions in the left hemisphere is

completed during the early years• Occurs once in a life time

Window of Opportunity

Adults:

• Open window – language(s) feeds into the window. Then the window closes.

• Adults use general knowledge to learn second language.

Acquisition & Learning

COGNITIVE SYSTEM

Child: Acquisition & Learning

LANGUAGE ORGAN

-UG- Cognitive Systemthinking skills

large language organ

Acquisition & Learning

COGNITIVE SYSTEM

Adult: Acquisition – Learning

ORGAN OF LANGUAGE

(small organ) COGNITIVE SYSTEM

Primary and Secondary Levels of Language

Primary Level of Language:

• Primary level includes a large functional and basic mastering vocabulary words and grammar rules. (Neufeld suggests that all learners have an innate ability to acquire primary levels.)

Secondary Level of Language:

• Secondary level includes the ability to master complex grammatical structures and different language forms and styles (ASL or English Poetry, ASL or English Stories, ASL Texts, etc.). Not all L2 learners succeed in mastering the secondary levels of language.

Reference:• Ellis, Rod. Understanding Second Language Acquisition. 1985. Oxford: Oxford University Press.

Individual Learning Differences

Every L1 learner has different ways to acquire or learn languages.

Language: Route and Rate (speed of learning)

• Do children learn the same way as adults?• Is their learning route different from adults?• Are children’s rates of learning different from adults?

Vygotsky: - did research on Deaf children in Russia

• stated that children need full access (input) to a language• must give children the opportunity to experience in abstract – they need to be

encouraged to challenge themselves.

Individual Learning DifferencesAge:

• Are children better language learners than adults?

• Children’s measure of length of learning?

• Adults’ measure of length of learning?

• Children’s measure of proficiency?

• Adults’ measure of proficiency?

Several researchers found that child, adolescent and adult learners go through the same stages.

*Critical Period Hypothesis???

Social-Psychological Forces

Affective filter

How much input can go through to the language processing mechanism…

-Culture shock, fear, or feeling threatened can have an effect on the person when learning a second language

-Can also have the opposite effect-nb. Stress-free and comfortable setting

Process of Learning a Second Language:

Inter-language:

-The interim language that develops is neither L1 or L2.

-It has, not only some features of each, but it has its own features that are not found in either language.

-Inter-language refers to the progression taking place within each language learner (development of phonology, morphology, syntax, semantics, and pragmatics of the second language).

Reference: Selinker, 1972

Process of Learning L2

The progression toward native-like competence is not linear.

-L2 students move forward and back, and forward and back again, all the while stretching to increasingly more advanced levels, but the general movement is forward, toward the goal.

Fossilization

There may be times when L2 learners seem to reach a plateau in the process, beyond which they seem unable to move toward the goal.

Or….L2 learners get enough information to satisfy their needs.

Or…..L2 learners experience fear, they stop learning.

Once the learner experiences fossilization, its very difficult to remedy the situation.

Reference: Selinker, 1972

The Roles of Formal and Informal Instruction

Acquisition

• the internalization of rules and formulas which are then used to communicate, share ideas and information, construct to express opinions in the L1 or/and L2 in a natural setting.

• subconscious process is involved.

• done with the use of daily use of language and experiences: festivals, interaction with peers, field trips, or social events

Learning

• refers to the conscious study of a first or second language (e.g., drilled ASL handshape works, written English - drill works, seat work, “parrot talk”)

• an individual has basic knowledge of language form. It is taught in a structured or tutored setting.

• structured activities: classroom, structured programme and repetitious situations

AcquisitionFirst and Second Language Acquisition in a Classroom Setting

• Classroom - first and second language acquisition (hands-on activities and tasks, sharing their experiences or events with students, discuss the work station that they participate in, etc.)

First and Second Language Acquisition in an Unstructured Setting

• Naturalistic first and second language acquisition (e.g., home; schools that use whole language or inquiry-based approach; classrooms that include hands-on activities)

• Home ASL or English or Bilingual Setting - parents, siblings or volunteers share one or two stories in a family room; role-playing; drama; face-to-face interaction and conversation, small family discussion, etc.

Learning

First and Second Language Learning in a classroom setting:

• classroom - first and second language learning (seat work, drills, weekly spelling tests, structured reading program, structured writing program (work with 1 to 15 students), etc.

Mixed – Acquisition and Learning

Acquisition and Learning: both natural exposure and instruction

Acquisition & Learning

• Input/interaction associated with these two settings;

• Variety of discourses used in both contexts;

• Instruct and converse in both settings can affect the route and rate of language acquisition and development;

• Sometimes syllabus or lesson plans that are used in the classroom setting.

Language & Literacy Development:

Home and the Classroom

There is strong evidence that the consistent use of both ASL and English in the home and educational settings lead to the

enrichment of students’ world knowledge in both languages.

Learning, and particularly the development of higher level cognitive processes, occurs through interaction/dialogue.

-Vygotsky-

Language & Literacy Development:

In other words…

• For language development to succeed one must have a comprehensive understanding of the pedagogy of second language learning.

• This approach must include meaningful and authentic dialogue and interaction to support the acquisition and development of comprehensive bilingual skills (ASL and English).

Reflections

Questions? Comments? Wondering……..

References:

• Abello-Contesse, Christian. Age & the Critical Period Hypothesis. 2008. Oxford: Oxford University Press.

• Cook, Vivian J. and Newson, Mark. Chomsky’s Universal Grammar: An Introduction. April 2007. Third Edition.

• Cummins, Jim. “Bilingual Education & Deaf Students.” 2007. Presentation at Ernest C. Drury School for the Deaf, Milton, Ontario Canada.

• Dovey, Dana. Noam Chomsky’s Theory Of Universal Grammar Is Right; It's Hardwired Into Our Brains. December 2015. Newsweek Business.

• Ellis, Rod. Understanding Second Language Acquisition. 1985. Oxford: Oxford University Press.

• Higgins, Lorrie & Eden, Susanne T. YMCA Playing to Learn, 2001• Vygotsky, L. S. Mind and Society: The Development of Higher Mental Processes.

1978. Cambridge, MA: Harvard University Press.