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.
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
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.
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.
There’s a long-standing argument that most people resort to when discussing whether or not children are better suited to acquire a language over adults. The “critical period hypothesis” argues, “that children are superior to adults in learning second languages because their brains are more flexible.” (McLaughlin 2) This argument is true to some extent, however, experimental research has found that adolescents and adults are able to acquire languages better based on their controlled environment. Children, on the other hand, are better able to grasp a better understanding of the pronunciation of languages compared to adults. (McLaughlin
Because America is such a diverse country, public schools are faced with the challenge of providing students from all over the world with a quality education. As Chen points out “public schools have embraced the linguistic challenge presented by immigrant students” (¶1). Then, No Child Left Behind law was approved, and it required every public school should have an English Secondary Language (ESL) program that will provide the “academic support” for English Language Learners (ELLs). ELL parents are happy that their children are getting education help from the school, but it has raised the question of how successful are the ESL programs? Do ESL programs provide enough “academic support” to all ELL students? Do ESL programs have enough tools to help students learn English? Some ELL parents complain that ESL programs do not help their child learn English. A successful ESL program is not based solely on the test scores, but also the ability to connect parents, teachers, and students together to strengthen tools that will help ELL students to learn a new language in reading, writing, and speaking.
Despite the high number of ELL students, it is difficult to know, because of lack of data to see what type of educational programs they participate in. According to Prospects, a 1995 national survey, reading and math were taught in programs using bilingual education in less than half of first and third grade classrooms serving limited English proficient students. Offered more frequently were programs where instruction was offered only in English, or where instructional aides, not teachers, were the vehicles for native language instruction.
Mostly children can adapt and/or learn a foreign language better than adults due to children developing language and skills spontaneously (Honigsfield, 2009). Second language learners have variables such as memory, perception, acquisition, conscious and subconscious learning styles, and recall. Even though, second language learners have those instilled variables, it is imperative for the teachers to guide learning and set the conditions of learning.
After Lenneberg's (1967) advanced analyses and interpretation of critical period in regards to first language acquisition, many researchers began to relate and study age issue in second language acquisition. In this area of study, Johnson and Newport (1989) is among the most prominent and leading studies which tries to seek evidence to test the Critical Period Hypothesis (CPH) in second language (L2) acquisition. This study aims to find identifying answers to the question of age-related effects on the proficiency for languages learned prior the puberty.
For the purposes of this paper, I have defined adulthood as including any person who is at or above the age of eighteen, because there is so little research on language learning in early adulthood versus middle or late adulthood. It is not possible to find studies about particular divisions of adulthood that have been verified by subsequent research trials, so I have included research about all ages of adulthood. Throughout this paper, I will discuss the major aspects of the body of research literature that separates adult second language learning from that of natural bilingual persons, including full immersion into the language, biological and neurological factors, the structure of both the native and second languages, age of acqui...
Wolter. B. (2001). Comparing the L1 and L2 Mental Lexicon. Studies in Second Language Acquisition. 23:41-69.
Children are generally gone through the stage of "first sound", "babbling"," first words", "the two word", telegraphy to infinity" and eventually constructing more complex sentence as the stages move on. Human species genetically acquire their first language out of innateness. Moreover, the difficultness of each language is considered equal are children who acquired their first language.
... of the L2, they can effectively lower their affective filters. All in all, there is no ideal age to learn a second language. It all depends on the individual and his/her circumstances.
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