Comparing and contrasting first and second language acquisition

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• COMPARING AND CONTRASTING FIRST AND SECOND LANGUAGE ACQUISITION

• Understanding how the first and second languages are acquired is relevant in the field of linguistics. In the same way, it is important to compare and contrast the ways in which this acquisition occurs for each case, so that we can establish their differences and similarities and set the best action plan when it comes to studying or teaching a language. In that regard, we must take into account some considerations.

• Neurological considerations

• Cognitive considerations

• Psychomotor considerations

• Linguistic considerations

• •There are some speech muscles that need to be developed in order to speak and acquire an accent in second language acquisition. A baby only needs to have control over their larynx, as it is required for sustained cries. However, as the baby grows, new speech muscles such as the tongue, mouth, throat, and lips, are required in order to be able to pronounce certain sounds or phonemes. Most children have control of the phonemic system at around the age of 5. •It is important to consider that accent cannot be the only item that measures language acquisition, since the communicative factors and functions of the language are much more important.

• •Acquiring two languages is different for children and adults. Children acquire a second language in a very similar way to their first language, since they are still at an age at which they acquire the language fluently. On the other hand, learning a second language is a different and more complex process for adults because they learn their second language using their mother tongue, and this can cause interference. An interference that serves as a means to discover the rules of a second language and fill any gaps that they may have by making comparisons between their target language and their native/first language.

• As probable future teachers of languages, we must take into account all the considerations related to the acquisition and learning of a first and second language in order to have an optimal teaching methodology for each case. If we keep these items in mind at the moment of planning and teaching the lessons, we will be able to set the proper expectations, reduce frustration, and make sure more students succeed.

• •As the human brain develops, some functions are assigned to one of the two hemispheres. Intellectual, logical, and analytical functions are located in the left hemisphere, and the functions related to emotional and social needs are controlled in the right hemisphere. This assigning process is called "lateralization." The function of language is mainly controlled in the left hemisphere. It has been found, however, that children up to the age of puberty who suffer some injury in the left hemisphere are able to relocalize linguistic functions to the right hemisphere and relearn their 1st language.

• •Jean Piaget proposes the process of cognitive development in a child through different stages; The sensorimotor (0–2): Children’s language is egocentric as they still see all the objects around them as part of themselves. The preoperational (2-7) Children’s language continues to be egocentric, but some progress is made. Their language is characterized by animism, which is the tendency to believe that everything is alive. The operational (7-16): The thinking process goes from illogical to logical, and the language starts to be used to socialize with things outside of their own perspective. The notion of equilibration by Piaget, considers that new knowledge or situation is in balance with the existing schemas that allow new knowledge to be integrated. In addition, the Ausbel's concept of meaningful learning, in contrast to mechanistic learning expressed that most items are acquired by meaningful learning, that is, through a process of learning that connects new ideas to existing knowledge and experiences. It is not true that children learn through constant repetition and mimicking.

•   •Human emotions are important in the learning of a new language. Empathy, self-esteem, extroversion, inhibition, and anxiety have an important role here. •One aspect to consider is that children are egocentric. For starters, they can't tell the difference between themselves and the objects around them.Then, the separation appears, and they start to build an identity that in adolescence is insecure and self-conscious. Therefore, children try not to expose themselves to self-doubt and try to protect who they think they are. Attitudes towards language learning are also important. Negative attitudes affect language learning. Children who still don’t have ideas about social class, culture, or possible negative elements in learning are unaffected.    

• Affetive considerantions