Factors That Affect The Second Language

This paper will be revisiting the article PreK-3rd; Challenging common myths about young English language learners written by Linda Espinosa. In this article Espinosa provides us with some common myths that people believe about dual language programs and the effects that it has on children. Therefore, in my previous reflection paper two myths were chosen which were myths one and six. Thus the two myths are “myth 1: Learning Two Languages During the Early Childhood Years Will Overwhelm, Confuse, and/ or Delay Acquisition of English (Espinosa pg. 5).” The second myth is “myth 6: Native English Speakers May Experience Academic and Language Delays in Dual Language Programs (Espinosa pg. 15).” In the previous reflection paper, I discussed the two myths based off of my prior knowledge. Thus since the course is coming to an end, I will be stating if my opinion has changed or remained the same towards these two myths. Therefore, this paper will be providing more evidences that was been provided for us throughout the quarter.

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

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

Many factors affect second language learning. One of the most significant factors in the overall process of learning is a learner’s motivation and ambition to learn a particular language, as well as his/her aptitude for learning.

Two particular aspects of this topic I saw play out was their economic status, and linguistic background. The learning cite where I participated was aimed at helping children who came from a low income household, and also those who had English as their secondary language. Due to the fact that their families struggled financially I noticed many of these children where behind in school, and primarily in their English development. This could be a direct effect of low economic status because perhaps they lacked resources which could aid their learning, or their parents where not as involved because they were constantly at work. Therefore, they had very limited schedules and their involvement in their child’s education was short. Their linguistic background played a significant role in how they performed at school, because their practice was strictly limited to the time they spent at school they showed detriments in how well they acquired other languages such as English. They came from homes where they only spoke Spanish or otherwise and therefore they were taught to not practice it at home and leave everything they learnt or acquired at school, restricting them from further developing skills, which would develop their English. The environmental context in which children are brought up has a very significant role in children’s development; in my experience, I particularly saw the effect it had within their cognitive

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

This report will cover the article “Bilingual Children lag behind in language learning early on, but catch up in 5 years” by Clifton-Sprigg. First, this paper will give a brief summary of the article. Second, the strengths of the article will be discussed. Third, will cover the areas of improvement. Fourth, the background and credibility of the author on the subject. Fifth, A comparison between the article “Bilingual Children lag behind in language learning early on, but catch up in 5 years” by Clifton-Sprigg and “Environmental Factors in early bilingual development:the role of parental beliefs and attitudes” by Annick de Houwer. Finally, looking at all the facts and determining whether the research is scientific.

The intention of this paper is to provide several pertinent issues regarding bilingualism, and also attempt to clarify some aspects of bilingualism, relating to cognitive aspects. Individuals identified by the term bilingualism in different way, and on the other hand, with better skills in one language. Actually it is more common for bilingual individuals, even individuals who have been bilingual since birth; to be somewhat dominant within each language. Simultaneous bilingualism describes a person who is learning in two languages as the first languages (Sebastián, el al., 2005). An individual who is a simultaneous bilingual goes from communicating no languages at all straight to speaking two languages (Sebastián, el al., 2005). Sequential bilingualism identifies to a person who is learning one language after already having well-known a first language (Schwartz, Kozminsky, & Leikin, 2009). The large majority of investigational work with language development, mainly in the area of early lexical acquisition has aimed on monolingual infants (Bialystok, 2001). However, because of immigration, official language polices, cultural personal preferences and norms. Research revealed empirical data screening positive influence of bilingualism on children’s cognitive ability (Fennell, Byers-Heinlein, & Werker, 2007). Researcher discovered

Children learn at their own pace. They can develop language skills at a different rate than a monolingual child. Children learning two languages at the same time can have a smaller vocabulary in one or both languages, compared to children learn only one language. However, when both languages are taken into consideration, bilingual children tend to have the same number of words as monolinguals. Remember that these differences usually temporary. By the time most children entered school bilingual, develop their vocabulary caught up with monolingual children. An important variable for the learning of bilingual is consistency in how children are exposed to two languages throughout their childhood. You may choose to provide a consistency in many different ways. For families living in the community whose first language is not supported, it is important to

Children acquire language since they were born. They communicate with their parents. Furthermore, children and parents interact with each other using a language that we often call the first language or mother tongue. At an early age, children are only learning one language that is the mother tongue. By age and speech development, children improve to acquire a second language from the school or the environment around them. In terms of speed of langgauge acquisition, children are factorized by both the child and the child’s learning environment. Therefore, it is important to understand how children acquire second language. This paper is provided

In addition my own experience as a teacher, and many otros6, leads us to argue that as soon as possible start the child in language teaching, higher level reaches at the end of their school stage. According to Cummins (1980) the pace of acquisitions in the second language is much faster than the more elaborate is the mother tongue, however, after the period initial of one to two years, the little ones are those who show greater progress in relation to older. In short, if we want the child to develop a bilingual competence is necessary that contact with the second language begins as soon as possible and the more prolonged, more advantages the child who has started before (quoted in Abdelilah-Bauer B. 2011: 65), will have it which supports the promotion of bilingualism in early

at what stage in their development, and in which way. The driving forces for language learning

Acquiring the first language is much easier than acquiring any second language as it comes “naturally” after birth. The child passes through different stages before acquiring the language till he masters it. Children follow a predictive language development through their language acquisition but it can vary from a child to another according to the external surroundings especially in the early stages.

For over sixty years scientists and linguists have been doing the researches about the second language acquisition and bilingualism among children. It has been discovered that second language acquisition is a parallel of the first language acquisition but also there are a lot of differences.