English Language Acquisition


Second language English acquisition theories and applications
Ashlie Pincince
Mind Map by Ashlie Pincince, updated more than 1 year ago
Ashlie Pincince
Created by Ashlie Pincince over 8 years ago

Resource summary

English Language Acquisition
  1. Structuralism
    1. Language is a system of arbitrary signifiers. Contrasting signs and signifiers make up the system. The referent is the real thing and is both the thought of a thing and the thing itself; neither can exist without the other. Because of this system of relationships, a community must adhere to the same understanding of language.
      1. Teachers can elaborate on words relationships to each other to help EL's build their vocabulary.
    2. Critical Period Hypothesis
      1. There is a critical period between 2 and 5 for an individual to acquire a second language: the time before lateralization occurs.
        1. There are advantages and disadvantages to learning a second language younger and learning it older.
      2. Threshold Hypothesis
        1. A certain fluency in a first language must be established before a student learns a second language. The better developed a student's first language is, the further developed the second may become.
          1. Teachers may use cognates as reference points to help build EL's vocabulary.
        2. Comprehensibe Input Hypothesis
          1. A student must be able to understand the linguistic input that he or she hears.
            1. Challenge EL's with input that is slightly beyond the student's level of competence
          2. Three Aspects of ELP
            1. 1.) Basic Interpersonal Skills: High frequency vocab and basic grammar that is usually acquired in 2 to 3 years.
              1. Emersion is highly beneficial for students at this level.
              2. 2.) Discrete Language Skills: The development of rule governed language comprehension. Typically learned in 2-3 years.
                1. Here is when comparing language systems based on their similar grammar could help students learn English grammar
                2. 3.) Cognitive Academic Language Proficiency: The ability to produce and interpret increasingly complex and low frequency language.
                  1. The goal in the classroom is to have EL learners achieve the same level of academic reading, writing, and speaking as their non-EL peers.
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