Cultural Exposure Affects Second Language Learning

Foreign language classes are often put off until high school due to the fact that this is when people believe students are most ready to learn another language. This belief is widely accepted despite the fact children are able to learn to speak like natives in foreign languages, whereas teenagers and adults usually are not able to learn how to do this. Speaking “like a native” entails being able to think in a foreign language without having to translate (Nadia 1). The ability to speak like a native in a foreign language can be easier to obtain when taught the foreign language during elementary school. Once a student passes the prime learning stages, learning a foreign language can be extremely difficult. Adults starting to learn a language have to work through an established first-language

As Zentella has studied within these three families, she finds an assortment of variation, even in individuals that come from the same family. The author argues that children coming from similar backstories range differently in their expertise in the language of their immigrated parents and the standard language of their residency. She concludes that because each family’s outlook on learning a second language and each individual’s preference challenges one another, one’s ability to learn a second language varies as well; there is no solid explanation as to why some people from the same background are more advanced in Spanish rather than English, and vice versa. Most people would not have taken into account of all the different contributions that this author describes, including gender, social preference, location, and personal beliefs. The common person would assume that acquiring a second language is possible for these families because they are surrounded by it, and that they would be able to maintain both their primary and secondary language. However, the author does analyze the contrasting opinion through observing the differences found in her study. She finds that the development of each person greatly varies to where each has different learning abilities and preferences. Where they live, whom they are in contact with, gender, and even their own personal behavior affects their unique growth. Since all have varying opinions, their decisions and values are placed accordingly to their own desire; in conclusion, these are all major factors in how people’s language skills

Purpose: To highlight the difficulties students have at school and at home when it comes down to learning a language which they aren’t acquainted to and the consequences of such, depending on their social background.

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

As defined by Gass and Selinker, Second Language Acquisition “refers to the learning of nonnative language after learning of the native language” (2008: 7). Two main problems are often discussed when defining SLA: the distinction between second and third, fourth, etc. language acquisition, and second versus foreign language acquisition. According to Ellis, in many communities it is quite common to speak more than one language, therefore some learners acquire “more than one ‘second’ language” (Ellis 2015: 6). For this reason, the term Second Language Acquisition is used as an all-inclusive term “for learning any language after the first” (Ellis 2015: 6). Kees de Bot, Lowie and Verspoor note that in some definitions it is indicated that second language acquisition “typically takes place in a setting in which the language to be learned is the language spoken in the local community” and usually in a natural, non-instructed environment. As a contrast, foreign language acquisition occurs when the learner is not a part of the local community of the target language and the setting is controlled (de Bot et al. 2005: 7). However, in the paper I will not be making a distinction between second and foreign language acquisition as the difference has not been indicated in any of the theories chosen for

Moreover, teachers attribute to learners’ success in learning the language of their motivation and aptitude. Regardless of the methods and approaches, some students will prosper in learning while some will not. Similarly, some learners are less motivated to interact with the target language’s society, whereas, others will not.

(3) Strategies of second language learning. Some of the rules in the learner’s interlanguage may result from the application of language learning strategies ‘as a tendency on the part of the learners to reduce the target language (TL) to a simpler system’

The students have a difficult time understanding cultural behaviorisms, especially when they cannot have it explained to them on a personal level. Learning language involves cognitive and academic development, and their first languages must be involved when learning a new one. Finding the appropriate level of challenging material for students who are trying to understand new concepts in a foreign language is also very difficult, since they must incorporate both the child’s first language, and the new one. (Ludhra 2008).

Learning language is a great advantage in the society. The language plays a big major role, especially in immigrant families. In “Mother tongue” Amy Tan shows many ways how language was affected in her life. Amy Tan very careful describes language barrier identifying throughout her mother’s language experience and skills. Tan discuss that many bilingual people with very low language, knowing spoke English imperfectly.

Guidelines to teaching a foreign language highlight all of these elements. Listening, reading, writing, and speaking are all taught and tested at beginner, intermediate, advanced, and superior levels so that these different learning methods are highlighted and executed at varying levels. Children also learn and are shown new ways of looking at the world through the varying strategies. In fact, correlation studies have shown that “students who have had several years of foreign language do better on SATs, particularly the verbal part” (WALKER). As root words, prefixes, suffixes, conjugation, and noun agreements are taught in new languages, it is easier to see connections to the structure of one’s first language. The knowledge of a language one is raised speaking and understanding is simply obtained through experience. However, learning a second language emphasizes the parts of language that come naturally in the first. It takes self-motivated work and dedication to learn a second language later in life, so the outcome of attaining a comprehensive grasp on a foreign language early on pays off in multiple ways.

Learning another language introduces a new culture. It teaches about other cultures and provides you with information about how they live.

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

Some methods of learning are more socially accepted in their culture. It took me as a person to decide which ones were a complement to my own methods. For example, the attention to detail and the efforts to perfect whatever tasks they were performing was conclusive when I watched them. I could choose to perform tasks incompletely and carelessly but now I pay greater attention to everyday tasks and ritually complete them. The time that I spent in Japan has proven to be advantageous because everything that I do takes a combined course from their culture as well as my own. During my stay in Japan I found myself adapting to this new environment with out a great deal of difficulty. If for any reason I might not have been interested in the culture it might have been more strenuous for me as a person to understand, appreciate, and learn about the culture. I find myself using the language ( although not fluently) even today when I come across Japanese people whether they are tourists or they live here. I am confident that the knowledge I gained while in Japan will aid my future career in the importing and exporting business.

In New York City, hundreds of languages have been spoken everyday on the street as a grand representation that we live in a multilingual society. However, within the multilingual society minority language is often deemed as not useful due to the cultural, social and economical advantages that dominant language is able to bring along with it. This explains that why some of second generation immigrants are unable to speak in their heritage language, because they or their parents hold this belief. Also, this kind of attitude can be even found in the classroom. According to Mallinson, Professor of Language, Literacy, and Culture, from University of Maryland and Hudley, Associate Professor of Education, English, and Linguistics from College of William & Mary, study suggests that teachers might subconsciously or consciously favor students who talk like them and judge negatively toward students who doesn’t. This would discourage that students from different language background to speak, crate “linguistic insecurity” and ultimately affect their academic performance (2017).