My And Misconceptions About Second Language Learning By Barry Mclaughlin

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

When an educator walks into her classroom for the first time, she needs to be prepared to encounter students that come from a variety of backgrounds. The children will be in different stages of language development, and the educator must accommodate for each of these students. Magruder, Hayslip, Espinosa, and Matera (2013) state, “The US Census Bureau projects that by the 2030s, children whose home language is other than English will increase from roughly 22 percent to 40 percent of the school-age population” (p. 9). This increase in second language learners will cause the educator to accommodate for those needs. Second language learners “need teachers who welcome them and recognize their unique abilities, what they know, and what they need to learn” (Magruder, Hayslip, Espinosa, and Matera, 2013, p. 10).

Second language acquisition has long been the focus of linguists and researchers in the teaching field. It highlights the process and theories of acquiring second languages among learners. Second language acquisition seeks to understand the development of second language acquisition among second language learners. Mastering the knowledge of second language acquisition helps teachers to successfully provide effective teaching for students. Undeniably, knowledge on second language acquisition is very much related to effective teaching of second languages. Many linguists and teacher educators believe that all language teachers should be equipped with knowledge of second language acquisition to help them teach effectively. Additionally, most teacher training programmers have incorporated second language acquisition as a compulsory course to make sure that all future language teachers are well-equipped with enough knowledge to teach in classroom.

Age, Rate and Eventual Attainment in Second Language Acquisition Author(s): Stephen D. Krashen, Michael A. Long and Robin C. Scarcella Reviewed work(s): Source: TESOL Quarterly, Vol. 13, No. 4 (Dec., 1979), pp. 573-582 Published by: Teachers of English to Speakers of Other Languages, Inc. (TESOL) Stable URL: http://www.jstor.org/stable/3586451 . Accessed: 09/01/2013 08:48

Researchers at the University of California, Los Angeles (UCLA) report that “the language areas of the brain seem to go through the most dynamic period of growth between the ages of 6 and 13” (qtd. in Talukder 3). The UCLA study instead suggests that “the elementary and middle school years are the biologically most advantageous times for acquisition of a second language” (qtd. in Talukder 3). It is during the first years of life that “the foundations for thinking, language, vision, attitudes, aptitudes, and other characteristics are laid down," says Ronald Kotulak, author of Inside the Brain (qtd. in Dryden and Voss 266). Studies of the brain show that a second language is stored in the same part of the brain as a first language when learned by age 8. After that age, a second language is stored in a different part of the brain.

Language is the primary way to communicate, learn and express identity. Some language learners are successful by virtue of their sheer determination, hard work and diligence. However, there are other crucial factors influencing success that are largely beyond the control of learners. ' 'Second language is any language other than the learner 's native language or mother tongue ' '(Mitchell pg 5). To be successful in second language acquisition, there are various factors which act as barrier in the process of learning English as a second language.

According to a study by the University of Phoenix Research Institute, “demand for American workers who speak foreign languages- particularly Spanish and Chinese- will rise over the next decade”(“Rising Demand for Bilingual Workers among Employers”). As the United States continues to diversify, being bilingual or multilingual is becoming a key part to be successful in life. A student’s school education, beginning at the first day of kindergarten, is supposed to build and prepare a student for the future, so why is properly learning a new language not a priority from the start? The teaching of a foreign language should begin elementary school because learning at an earlier age is optimum for an easier and effective learning process and provides significant benefits that can last a lifetime.

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

Countries around the world have become increasingly globalized with the majority requiring children to begin learning a foreign language through second language acquisition programs. These children are becoming more aware of other cultures and are exposed to understanding the importance of increasing connections with other cultures. Children that are bilingual or multilingual are essentially prepared to enter a competitive workforce in an increasingly globalized world. Additionally, the psychological aspect of learning a second language is advantageous and beneficial for the young developing mind. On the other hand, America doesn’t require children to learn a second language and the majority are monolingual. Only in high school are the majority

The researchers argue that it is more helpful for these students to continue to communicate in their home language while learning a second language. Everyone obtains the language of their surrounding environment and is comfortable with that form of communication. The success comes, it is said, when the second language is acquired. In effort to put this into action, the solution that researchers Cummins and Kenji Hakuta recommended was to use teachers who were bilingual

The first area of difference between first (L1) and second (L2) language learning is input – specifically the quality and quantity of input. It is the idea of the "connectionist model that implies... (that the) language learning process depends on the input frequency and regularity" (5).. It is here where one finds the greatest difference between L1 and L2 acquisition. The quantity of exposure to a target language a child gets is immense compared to the amount an adult receives. A child hears the language all day everyday, whereas an adult learner may only hear the target language in the classroom – which could be as little as three hours a week. Even if one looks at an adult in a total submersion situation the quantity is still less because the amount of one on one interaction that a child gets for example with a parent or other caregiver is still much greater then the adult is receiving.

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

Abstract: In second language acquisition, age factors has always been the study focus and one of the most controversial issues of linguistics. Based on the Brain Plasticity Theory and the Critical Period Hypothesis, the purpose is to prove such a hypothesis that the younger the leaner who begins to learn an second language,the greater the probability that he or she will achieve a native-like command of it.