MTTC 002 - Second Language Acquisition of English

Question 1

Four Theories of Language Development

Answer 1

• Learning Approach
• Linguistic Approach
• Cognitive Approach
• Sociocognitive Approach

Question 2

Learning Approach

Answer 2

• Assumes that language is first learned by imitating the speech of adults.
• It is then solidified through drills about the rules of language structures

Question 3

Linguistic Approach

Answer 3

• Championed by Noam Chomsky in the 1950s, this theory proposes that the ability to use language is innate
• This is a biological approach rather than one based on cognition or social patterning

Question 4

Cognitive Approach

Answer 4

• Developed in the 1970s and based on the work of Piaget, this theory states that children must develop appropriate cognitive skills before they can acquire language

Question 5

Sociocognitive Approach

Answer 5

• In the 1970s, some researchers proposed that language development is a complex interaction of linguistic, social, and cognitive influences
• Best explains the lack of language skills among children who are neglected, have uneducated parents, or live in poverty

Question 6

Classroom Practices Benefitting Second Language Acquisition

Answer 6

• Make all instruction as understandable as possible and use simple and repeated terms
• Relate instruction to the cultures of ESL children
• Increase interactive activities and use gestures and nonverbal actions when modeling
• Provide language and literacy development instruction in all curriculum areas
• Establish consistent routines that help children connect words and events
• Use a schedule so children know what will happen next and will not feel lost
• Integrate ESL children into group activities with non-ESL children
• Appoint bilingual students to act as student translators
• Explain actions as activities happen so that a word-to-action relationship is established
• Initiate opportunities for ESL children to experiment with and practice new language
• Employ multisensory learning

Question 7

Top-Down Processing

Answer 7

• The listener refers to background and global knowledge to figure out the meaning of a message

Question 8

Bottom-Up Processing

Answer 8

• The listener figures out the meaning of a message by using “data” obtained from what is said
• This data includes sounds, words, and grammatical relationships
• All data can be used to make conclusions or interpretations

Question 9

Helping ESL Students Understand Subject Matter

Answer 9

• Read aloud from a textbook, and then ask ESL students to verbally summarize what was read. The teacher should assist by providing new words as needed to give students the opportunity to practice vocabulary and speaking skills. The teacher should then read the passage again to students to verify accuracy and details.
• The teacher could ask ESL students to explain why the subject matter is important to them and where they see it fitting into their lives. This verbalization gives them speaking practice and helps them relate to the subject
• Whenever small group activities are being conducted, ESL students can be placed with English-speaking students. It is best to keep groups to two or three students so that the ESL students will be motivated by the need to be involved. English-speaking students should be encouraged to include ESL students in the group work

Question 10

Supplemental Materials to Help ESL Students Understand Subject Matter

Answer 10

• Make sure all ESL students have a bilingual dictionary to use. A thesaurus would also be helpful
• Try to keep content area books written in the ESL students’ native language in the classroom. Students can use them side-by-side with English texts. Textbooks in other languages can be ordered from the school library or obtained from the classroom textbook publisher.
• If a student lacks confidence in his or her ability to read the textbook, the teacher can read a passage to the student and have them verbally summarize the passage. The teacher should take notes on what the student says and then read them back. These notes can be a substitute, short-form, in-their-own words textbook that the student can understand

Question 11

General Teaching Strategies to Help ESL Students

Answer 11

• Partner English-Speaking students with ESL students as study buddies and ask the English-speaking students to share notes
• Encourage ESL students to ask questions whenever they don’t understand something. The should be aware that they don’t have to be able to interpret every word of text to understand the concept.
• Dictate key sentences related to the content area being taught and ask ESL students to write them down. This gives them practice in listening and writing, and also helps them identify what is important.
• Alternate between difficult and easy tasks so that ESL students can experience academic success.
• Ask ESL students to label objects associated with content areas, such as maps, diagrams, parts of a leaf, or parts of a sentence. This gives students writing and reading experience and helps them remember key vocabulary.

Question 12

Considerations Relevant to ESL Students Related to Learning by Listening

Answer 12

• Avoid colloquialisms and abbreviated or slang terms that may be confusing to the ESL listener, unless there is enough time to define them and explain their use
• Make the spoken English understandable by stopping to clarify points, repeating new or difficult words, and defining words that may not be known
• Support the spoken word with as many visuals as possible.