109 SG 6 Flashcards
(39 cards)
The language learned first and used most frequently in early language development
Primary language
The language spoken most proficiently
Dominant language
The child’s level of skill in the use of a particular language
Language proficiency
Children are exposed to two languages at the same time, from birth
Simultaneous acquisition
Children learn their home language first, and then then another language, usually when they enter school
Sequential acquisition
- An underlying difficulty in learning a language- any language
- Difficulty can be expressing, receptive, or mixed receptive/expressive disorder
Language disorder
Occurs when the first language influences production of the second language
Language difference
- Communicative behaviors from L1 transfer over to L2
- Can occur in every area of language: pragmatics, syntax, semantics, morphology, and phonology
Interference stage
- Children listen and observe, but there is little production of L2
- Corresponds to the observational/listening period
Silent period
- Occurs when certain errors remain; may occur because of the inconsistencies of the english language
- Can occur even if a child has acquired a high level of proficiency in a language
Fossilization
Occurs when an individual switches back and forth between language or dialects
Code-switching
Fluent in both Aferican American English (AAE) and standard english (SE)
Bidialectal
- Home language
- observation/listening stage
- telegraphic/formulaic stage
- Fluid stage
How developmental milestones are met in simultaneous bilingualism compared to how those milestones are met in sequential bilingualism:
- sequential bilingualism
Factors that may account for the variation in the rate of acquisition of English in sequential language learners
Motivation
Personality
Anxiety level
Stages of sequential language acquisition and characteristics of each stage:
Stage 1:
Home language stage
Stages of sequential language acquisition and characteristics of each stage:
Stage 2:
observational/listening stage
Looked upon as the silent period
Stages of sequential language acquisition and characteristics of each stage:
Stage 3:
telegraphic/formulaic stage
Begin start trying out the language
Leave out the function words, articles, prepositions; sounds telegraphic
Stages of sequential language acquisition and characteristics of each stage:
Stage 4:
Fluid stage
Have attained good conversational skills
Not at the level that they need to exceed in the classroom
- Stated that language proficiency in L1 is entirely separate from proficiency in L2
- Skills learned in L1 were thought to NOT transfer to skills in L2
separate underlying proficiency (SUP)
- If a child’s skills in L1 are supported, those skills will transfer to L2, and children are likely to acquire greater proficiency in L2
- L1 provides a solid foundation for L2
common underlying proficiency (CUP)
- Refers to a level of proficiency in a language necessary for social communication
- Takes 2-3 years to develop
- Dependent on context-embedded communication
- Acquired through: shared knowledge, paralinguistic cues, situational cues
basic interpersonal communication skills (BICS)
- The level of language proficiency needed to function successfully in context-reduced communication
- Takes 5-7 years for a language learner to develop
- Context-reduced communication:
No reliance on shared knowledge
Reduced access to paralinguistic and situational cues
Meaning is derived only from the language itself
cognitive academic language proficiency (CALP)
Ex of interference in phonology
Results in a foreign accent
Ex of interference in morphology
Plural -s, possessive -s
