I have provided a PDF file and a video for the three ESOL assignments for 4467. You are permitted to use any online or other scholarly evidence you have available to do the following assignments.
Assignment 1:
Using the PDF file provided answer the following questions for Assignment 1.
1) Which facets of first and second language acquisition do you believe are the most similar?
The facets of first and second language acquisition I believe are the most similar is that second language learners go through the same stages like first language children go through in learning words. They learn how to use the word “No” in front of a sentence, then insert a negative word between the subject and verb or adjective. Both L1 and L2 learners are in the initial stage of forming questions using rising intonations when speaking. The developmental language acquisition has three stages: hey both acquire is that they pass through a similar initial state, the silent period. This is the period that both L1 and L2 students are discovering what language is, giving them the opportunity to listen to their peers speak in English. The second stage is formulaic speech, which is defined as expressions that are learned form of utterances, etc. The third stage both L1 and L2 learners apply structural and semantic simplifications to their language. Structural simplifications omit many words grammatically (articles, auxiliary verbs, etc.) and semantic omit content words (nouns, verbs, etc.)
2) Which do you believe are the most different? Give examples and a rationale?
The adult brain of an L2 learner and one of a younger child are completely different making L1 and L2 language acquisition the same. A younger L2 learner will learn though out the year...
... middle of paper ...
... the availability and accessibility of having dictionaries available, due to delivery issues. I believe if proper arrangements could be made the publishing company could make a special delivery to the schools needed them. I have seen larger scale – products and services be delivered to conferences, workshops, meetings, retreats, in both business and academic events with prior arrangements. We are living in the age of modern technology, therefore this bilingual content area assessment should be accessible in computer programs. I feel that what I learned from this video lecture is to my advantage, as I am product of an ESOL program (1976-79 in Brooklyn, NY). I can relate to absolutely everything that Dr. Abedi has mentioned of students’ need of accommodations. The nationwide ESOL program has definitely improved to the benefit of the ESOL students’ academic success.
The 'Secondary'. The dynamic systems approach in the study of L1 and L2 acquisition: An introduction. The Modern Language Journal, 92, 179-199.
...r they had all received the same language instruction for three years (kindergarten, first and second grade). These finding conclude that English language proficiency at the time of entering school does not matter. A good early literacy program works for both L1 students and ESL students who enter school at the kindergarten age. Students at that age are very susceptible to learning new languages quickly. The ESL children had difficulties in kindergarten, but by second grade they had caught up and were right on track with the L1 students and some of them even surpassed the L1 students.
There are a lot of students being placed whose primary language is not English. Students walk into a mainstream classroom not being able to speak English. Students in this situation are call English Language Learners(ELLs). These students are not receiving appropriate language support to succeed in their language development which is causing them to not have the ability to acquire language.
When reading the article, “Principles of instructed second Language” by Professor Rod Ellis (2008), he gives us a brief overview of eight principles that we can use to help ELL students. L2 (second language learners), must be able to adapt to the language of America. As educators we must find the correct road map to assist these students. SLA researchers are not so sure that we can help these students to achieve this goal. Professor Ellis does believe with some guidance that educators can have “provisional specification”.
According to Collier (1987, 1988) from the time children are born until about five years of age when they begin to read, children get most of their information via visual observations. It stands to reason that students who are beginning the acquisition of a new language would exhibit the same characteristics regardless of chronological age. Moreover, Paivio
A smooth transition into society is a necessity that only a few institutions like bilingual education can offer. Every year, hundred thousands of students enter the United States from all over the globe: in the 2008/09 school year, over 672,000 international students came to this country. While many are here to pursue higher studies in college, a great number of international students enroll in primary education. It is during these elementary educational years that developing speaking and social skills are vital. Language barriers present a hindrance in doing this effectively. Hence, public schools have instituted bilingual programs like ESL...
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
Clahsen and Felser explain that the only difference is speed, which possibly attributed to incomplete acquisition and/or slower lexical access (12). For L2ers, Clahsen and Felser looked at a study by Hahne which looked at ERPs of Russian L1 speakers who had acquired German a...
Wolter. B. (2001). Comparing the L1 and L2 Mental Lexicon. Studies in Second Language Acquisition. 23:41-69.
Errors are made when learners of L2 produce incorrect language because they do not know the correct form, while mistakes are made when learners produce incorrect language although they know the correct form (macmillandictionary.com). Learners can correct their own mistakes, but by definition, they can not correct errors. Errors are considered to be partial acquisition of the target language. In fact, errors should be viewed as "the tip of the iceberg" of a dynamic process of foreign language acquisition (brj.asu.edu). Instead of treating the developmental stages in learners' language as errors, it may be better to view these errors as partial acquisition.
Language is a set of arbitrary symbols which used for communication. Children will be taught or learn their first language from birth. Sometimes the term native language and the term mother tongue are used to indicate the term first language. Possessing a language is the quintessentially human trait: all normal humans speak, no nonhuman animal does.(Pinker, 2005) Nonetheless, learning a first language is something every child does successfully, in a matter of a few years and without the need for formal lessons. Children may show individual differences in the acquisition of their first language, but the stages they experience in the first language acquisition are similar and at a surprisingly similar rate from child to child. Many researchers have hypothesized that young children are predisposed to the acquisition of language (Chomsky, 1959; Lenneberg, 1967; Newport,1990) and further that this disposition is unique to childhood. (Grimshaw, 1998; Adelstein, 1998; MacKinnon, 1998; Bryden, 1998).
Language connects human beings together by providing them a way to express ideas and thoughts to one another. The continuous growth of interaction between countries requires a need for more multilingual people in the world, and the value of acquiring a second language can provide people with numerous activities not as easily adaptable for monolingual individuals. A major component of linguistics involves grammar, which are the rules of language. Grammar can be broken down into syntax and semantics. Syntax refers to the system of rules that governs how human beings combine words in order to create sentences, and semantics refers to the context of sentences and provides meaning to what it is that a person is saying (Morris and Maisto 260-261). Jacqueline S. Johnson from the Department of Psychology at Cornell University and her research partner Elissa L. Newport from the University of Illinois provided in their case study, “Critical Period Effects in Second Language Learning: The Influence of Maturational State on the Acquisition of English as a Second Language” that, “some investigators have suggested that a critical period theory must predict that children are better than adults at learning second languages” (63). In order to prove or disprove the idea that children are able to better acquire second languages at a higher rate of proficiency than adults, numerous case studies have been conducted comparing early-language learners with late-language learners. Ultimately, what can be determined is that while second language proficiency is at its highest potential among younger children, there are too many possible variables in individual lives after puberty to accurately pinpoint how successfully an older person develops his multiling...
It has been shown that Second Language Acquisition (SLA,) takes time and occurs in stages (Ferris, 1995). In addition, second language (L2) learners go through various stages of acquisition of different elements of the second language and they may make errors. These errors may be caused by inappropriate transference of first language patterns or by incomplete knowledge of the L2 (Ferris, 1995).
In addition, we all know that children learn a language easily by imitation and listening well to their parents or adults taking care of them. They can even speak tw...
Language acquisition requires meaningful interaction in the target language with natural communication while children are acquiring the foreign language. Children usually concerned with message which they are conveying and understand not with the form of utterances. These utterances are initiated by the acquired systems and the fluency of language is based on what we have ‘picked up’ through active communication. Both formal knowledge and conscious learning of the second language learning may be alternate to the output of the system, sometimes before and sometimes after the