The Major Tenets Of CumminsModel Of Second Language Acquisition

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.

The Cummins model is a second language acquisition is a process of learning language stated from infancy. Baby goes through the silent period by he/she listens to language spoken to him/her and process the sounds, without attempting to produce any of their own. As child grows and becomes more comfortable with the language that he/she begins to produce sounds. The child moves two letter syllables and finally to words. They begins to put the words together into short phrases and eventually, sentences. The stage of development takes one to two years called BICS. I went over the research of LEP children will move from the silent period to language production in one to two years. A child has BICS are not at this stage capable of meeting academic challenges in their new language. The child has to learn English from infancy enters school having to then learn academic concepts. LEP child needs one to two years in school simply to develop the verbal language that a native English speaking child possesses upon entering school. Educational have the lack of time for LEP children are forced to move to production much more quickly. Cummins vision will take a minimum of five to seven years to reach native proficiency in CALP and to be able to function successfully without help in a monolingual English classroom. During the developing CALP, Teacher should be working with LEP students on reading and writing techniques and

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 the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Numerous theories try to explain the process of language acquisition. These theories fall into one of two camps. The environmentalist (or connectionist) theory of language acquisition asserts that language is acquired through environmental factors (Halvaei et al. 811). Theorists in this camp believe that a child learns language by gaining information from the outside world and then forming associations between words and objects. The nativist (or rationalist) approach, on the other hand, asserts that it is innate factors that determine language acquisition. Noam Chomsky, often described as “the father of modern linguistics”, falls into this camp as he believes that speech is the result of hidden rules of language that are hidden somewhere in the brain (Rahmani and Abdolmanafi 2111). Steven Pinker, a colleague of Chomsky, is a renowned psychologist, cognitive scientist and linguist who discusses his own theories on language acquisition in his book Words and Rules.

Two theories of primary language acquisition emerged from 1950s psychological research: B.F. Skinner’s behaviorist theory and Noam Chomsky’s biological theory of language development. Primary language acquisition addresses specifically the way in which an infant’s native language is beginning to form, starting at birth. Primary language acquisition continues to develop throughout the rest of childhood within the critical period.

Language carries the beauty and persona of our thought process and the study of Linguistics helps us develop insights, appreciate and analyze many aspects of this powerful medium of expression. My fascination with Second Language Acquisition (SLA) began with the course ‘Language Acquisition and Learning’ that I took while I was in the 4th year of my undergraduate program at the University of Dhaka. In that course, for the first time, I was introduced to various theories and hypotheses about how people acquire a second language, such as Stephen Krashen’s five main hypotheses on language acquisition (the acquisition-learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis), Larry Selinker’s Interlanguage theory, John Schumann’s Acculturation model, and Howard Giles’s Accommodation theory. These theories helped me realize the robustness and richness of SLA research and made a permanent impression on my mind about this field. Besides SLA, I was also acquainted with Psycholinguistics through this course. I have learned about several theories of first language acquisition, e.g. the Behaviorist theory, the Innatist theory, the Cognitive theory, and the Maturational theory. It is worth mentioning here that this course really helped me set my dream to become an academic as well as a researcher in the field of language acquisition and learning.

CRITICAL EVIDENCE: A Test of the Critical-Period Hypothesis for Second-Language Acquisition Kenji Hakuta,1 Ellen Bialystok,2 and Edward Wiley1

First language acquisition (FLA) is defined as the acquisition of a single language in childhood, regardless of the number of languages in a child’s natural environment. Second language acquisition (SLA) is the language learned after the first language (L1) where the language is used widely in the speech community.

This article review is about the Digest, published in 1992, by Barry McLaughlin, which is based on Santa Cruz’s “Myths and Misconceptions about Second Language Learning: What Every Teacher Needs to Unlearn.” The digest discusses the myths and misconceptions about children and second language acquisition in five main points, trying to make teachers of second language learners avoid having unrealistic expectations of the process of children learning second language. There are five myths that are pointed out by the author.

First and second language acquisition have been a topic of interest in linguistics for decades. Researchers have been approaching these topics from many points of view, angles, and models (Gass, 2013). Regarding second language acquisition, and especially English as a second language, the most researched topics include the effects of the Critical Period on second language learners, age of acquisition, age of onset, and individual differences (i.e. L1, motivation, aptitude) (Gass, 2013). Even though it is possible to find a wide variety of research on L2 acquisition, researchers are still debating on which elements affect learners more. Furthermore, while there is plenty of research on gender differences in the field of first language acquisition, there seems to be a lack of studies on said topic in regards to learning a second language. For said reason this research paper will focus on gender and first language influences on English as a second language acquisition, with the goal to comprehend whether one, both or neither of those factors contributes or hinders L2 acquisition and why. Furthermore, the current research paper is a follow up of Chiamenti (2016).

This theory can be used in creating behavioural agreement at home as well as school.

Krashen placed the variables affecting second language acquisition into three categories: motivation, self-confidence, and anxiety (Schutz, 1997). According to Kocher, motivation of an ESL student is “primarily connected with the desire to become part to the L2 speaking community (2013, pg. 14). This is primarily known as integrative motivation, an orientation that is socially and culturally oriented (Brown, 2014). Kocher outlines that motivation is often negatively impacted in a classroom setting due to embarrassment in messing up the second language (Kocher, 2013).

classroom. It’s not until recent years that general education teachers realize that ELL students do not learn the same way as their native speaking English classmates because of their lack of English proficiency. (Brown, 2003) One of the factors that affect how ELLs learn is age and there are also several factors such as gender, L1 literacy, social context, and personality. In this term paper I will discuss how age and personality affect second language acquisition and the factors can be used in the language classroom to facilitate second language acquisition.

Learning vocabulary is an essential part of the second language (L2) learning process. Second language acquisition (SLA) theoreticians argue that learning vocabulary plays a major role in SL learning. Whipple (1925) attributes the development of reading skills to a rich reserve of reading vocabulary (as cited in Hiebert & Kamil, 2009). Likewise, Davis (1942) contends that comprehension is the outcome of vocabulary knowledge and reasoning. In addition, Chen & Li (2010) point out that SLA approaches, such as ‘the situational learning approach’, suggest that ‘context’ is one of the founding pillars of the language learning process. This study will review a number of studies on contextual cues and other learning strategies

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.