impact of 2nd lang acquisition and bilingual development Flashcards
(48 cards)
1
Q
in order to know what a language impairment is (dixon,L.Q.,& Zhao, J. 2017)
A
- we need to know what is typical for ELLs who are developing english
- many times, typical characteristics of 2nd lang acquisition and bilingualism are MISTAKEN FOR SYMPTOMS OF LI
2
Q
TYPICAL CHARACTERISTICS OF BILINGUALISM AND SECOND LANGUAGE ACQUISITION
A.Lang Loss
A
- many ELL students L1 is not maintained in school through bilingual education
- unfortunately -> lang loss in L1
- thus LOW test scores in BOTH L1 & english
3
Q
TYPICAL CHARACTERISTICS OF BILINGUALISM AND SECOND LANGUAGE ACQUISITION
B. interference/transfer
A
- when students are learning an L2, they make ERRORS that reflect
- for ex: in spanish a child would say “las case verde
- if a spanish-speaking child pointed to a picture and said, “look– i see the house green” (instead of “I see the green house”) this would be transfer from spanish not a sign of a clinically significant problem w/ syntax
4
Q
transfer
A
- syntax, morphology, phonology, semantics, pragmatics
- errors of transfer from L1 are NOT signs of a communication disorder – just a DIFFERENCE
5
Q
Silent Period
A
- in the early stages of learning an L2, most students focus COMPREHENSION and do very little speaking
- the YOUNGER the student, the LONGER the silent period usually lasts
- students introduced to L2 during the PRESCHOOL YEARS may speak very little L1 or in L2 for more than one year
6
Q
D.interlanguage
A
- system that has structurally intermediate status between L1 & L2
- student is approximating L2
- Errors are INCONSISTENT
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Q
E. codeswitching
A
- ALTERNATING BETWEEN 2 LANGUAGES within a single phrase, sentence, or discourse
- bilingual ch commonly use this strategy
- normal communication behaviors
8
Q
codeswitching
A
-is used by multilingual adults and children around the world
9
Q
F. avoidance
A
- studnets will AVOID COMMUNICATING in L2 for fear of being laughed at or made fun of
- they may be SELF-CONSCIOUS about their accent, use of English grammatical structures , and people asking “where are you from”? especially older learners
10
Q
G. Formulaic Language
A
-ch use this to give impression that they speak the L2 well -increase opportunities to converse in L2
11
Q
sociocultural variables
A. socioeconomic status
A
-low income children have difficulty w/ knowledge based tests
12
Q
sociocultural variables
B. Cultural styles
A
-e.g., reduced eye contact w/ adults, being silent in the presence of an adult
13
Q
Impact of Affective Variables in 2nd language acquisition
A
A. motivation- instrumental vs. integrative
B. personality (ch introverted or extroverted?)
c. self-esteem
14
Q
impact of simultaneous and sequential bilingual acquisition
A
- simultaneous: child is exposed to 2 languages from infancy in natrual situations
- interference:between L1 and L2 is minimal
15
Q
early infancy is an ideal time for
A
-child to be exposed to 2+ languages
16
Q
sequential acquisition
A
- ch is exposed to L1 during infancy, learns L2 at a later time
- sequential learners–increase diversity in rates and stages of acquisition
17
Q
if L2 is introduced sequentially…
A
-BEFORE strong L1 foundation has been established (e.g., 6-8 years of age), L1 development may be ARRESTED or even REGRESS while L2 is being learned
18
Q
these students, for a while achieve low test scores…
A
- in both L1 and L2 this can cause them to APPEAR LI when they are not
- PRESCHOOL CH who learn english in a sequential manner are ESPECIALLY VULNERABLE to this situation
19
Q
4 stages of second language acquisition in sequential learners : stage 1.
A
- preproduction
- 10hours-6mos. English exposure
- beginning to COMPREHEND-SILENT PERIOD
- beginning to communicate-gestures body lang, pointing
20
Q
stage 2
A
- early production
- 6mos-1 year english exposure
- 1-2 word verbal responses
- answers simple yes-no, wh-questions
- uses routines or formulas
21
Q
stage 3
A
- speech emergence
- 1-3 years English exposure
- using phrases and sentences
- answers “why” and “how”
- understands a lot, expresses effectively in simple sentences’ SOME GRAMMATICAL ERRORS
22
Q
stage 4
A
- 3-4 years exposure to english
- beginning to develop solid ACADEMIC ENLGISH
- engages in extended discourse (Communication)
- writes essays, critiques and analyzes information
23
Q
separate vs. common underlying proficiency
A
- the separate underlying proficiency (SUP) model hold that L1 and L2 proficiencies are totally separate and building skills in one language will not help the other language
- believers of SUP try to ERADICATE STUDENTS L1 through placing these students in “sink or swim” all English-class rooms and telling parents to “SPEAK ONLY ENGLISH AT HOME”
24
Q
cummins promoted the CUP model which states
A
“the literacy-related aspects of a bilingual proficiency in L1 and L2 are seen as common or INTERDEPENDENT across languages… EXPERIENCE WITH EITHER LANGUAGES can promote development of the proficiency underlying both languages, given adequate motivation and exposure to both either in school or in the wider environment
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according to the theory of common underlying proficiency
- building up one language positively affects the developement of the other language
- parents need to speak to their child in the language in which they are MOST COMFORTABLE
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Practical implications of CUP
- build up L1 skills
- the stronger the students L1 foundation the more easily she will learn concepts in english
- additive bilingualism - academic success
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often older learners w/a solid L1 foundation perform quite well academically
-because their solid L1 foundation support the learning of english and academic content
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unfortunately many of our ELL students experience limited bilingualism
- these students do not recieve L1 support, and they try to learn L2 (english) with a foundation that is not fully developed
- these student experience negative cognitive effects and frequent ACADEMIC FAILURE
- they can appear to be "language impaired" when in reality they are merely not strong in either L1 or English
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CIlf and FALF
- we can distinguish between two types of language fluency
- when conducting assessments of ELLs for the possible presence of a language impairments, it is extremely important to understand
a) what TYPE of language PROFICIENCY we are assessing
b) if our EXPECTATIONS are REASONABLE given the students length of exposure to english
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conversational informal language fluency (CILF)
- "picked up"quickly and easily from environment
- oral lang fluency-facilitates social interaction in daily life
- context embedded, SHARED REALITY between speakers
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FALF- formal academic language fluency
- oral and written language
- gained through FORMAL SCHOOLING
- taught explicitly in ACADEMIC settings
- LITTLE context or SHARED REALITY between communicators
- ABSTRACT -formal communication contexts
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For some ELLs
- FALF TAKES MUCH LONGER TO DEVELOP THAN CILF
- if an ELL is proficient and literate in her first language, FALF can develop more quickly
- however, if an ELL is from a LOW-INCOME background & has NO LITERACY SKILLS in the first lang, there can be a gap between CILF and FALF development -- CILF develops much faster
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in these cases when we extrapolate from CILF to FALF
- create DEFICITS in students-may be erroneously identified as lang impaired
- students w/ adequate CILF may still need MORE TIME to develop FALF
34
many english language proficiency test assess just CILF
- A problem with this is that when a CILF-oriented proficiency test labels an ELL student as “FULLY ENGLISH PROFICIENT,” professionals assume the student is ready to handle FALF-oriented TESTS in ENGLISH
- These can include statewide school achievement tests, speech-language and psychological tests, etc.
- The GAP between the student’s CILF and FALF performance may lead to erroneous special education placement.
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bilingual education and academic success
| A. Introduction
- american attitudes
| - monolingual norm assumption/limited capacity hypothesis
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most students in europ
-being compulsory foreign lang instruction
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dixon &zhao,2017
-bilingualism is a growing trend in the U.S.
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http://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp, 2017
- the state seal of biliteracy (ssb) became effective jan 1 2012
- this program recognizes high school graduates who have attained a high level of proficiency in speaking,reading, & writing one or more languages in addition to english
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power differential
- some langs- more political and $$ power than others
- ch quickly figure this out
- U.S. english has more power than spanish
- holland: dutch power over turkis
- philippines:taglog more power than odionganon
- haiti:french has more power than haitain
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Ideal bilingual education situation
- minimum 6 YEARS of bilingual instruction
- in K and 1st grade, 90% PRIMARY lang and 10% ENGLISH instruction
- 50% + 50% english and primary lang by grade 6
- leads to ADDITIVE bilingualism
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additive vs. subtractive bilingualism
- SUBTRACTIVE bilingualism COMMON in U.S. school
- students L1 is NOT nurtured or SUPPORTED
- it is REPLACED by L2; lang loss in L1
- academic failure -student not strong in either lang
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additive bilingualism
- the ideal situation, where the students L1 is nurtured and developed along w L2
- research shows that additive bilingualism has GREAT cognitive and linguistic BENEFITS
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dixon & zhao, 2017: bilingualism
- bilingualism increases executive function skills
| - switching between 2 languages increases frontal lobe activation
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research in canada (bialystok & collegues)
-in elderly adults,, being bilingual POSTPONES onset of DEMENTIA for 4-5 years
-elderly bilingual brain increases SOPHISTICATED
& physiologically COMPLEX than monolingual brain
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Neuropsychologist Tamar Gollan at UC San Diego…
Studied 44 elderly Spanish-English bilinguals
Individuals with increase degree of bilingualism more RESISTANT than others to onset of dementia and other symptoms of Alzheimer's
The HIGHER the degree of BILINGUALISM , the LATER the age of onset
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other benefits
-bilingualism --> great EMPLOYMENT opportunities
-children: ethnic PRIDE
cultural TRADITION, ability to communicate w/ non-english speaking family members
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When we account for second language acquisition phenomena…
- We make many fewer misdiagnoses
- We AVOID MISLABELING typically-developing ELL students as having language impairments
- We honor our students’ linguistic and cultural identities as they engage in the challenging and rewarding process of becoming successful, and hopefully proficient bilingual CONTRIBUTORS to our society.
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we need increasing numbers of
-U.S. citizens to do business in our continually shrinking world
