Lisa Rutland,OnlineDiscussion#1

Videos-Kuhl/Pinker & Wug Result

August 29, 2014
What a Friday evening to spend like this to view these videos. Actually, I did see
the videos two days ago and this second view had brought me into different
thinking and to enhance understanding.
The Linguistics Genius of Babies presented by Patrica Kuhl was an interesting
video for me to watch. I especially was fascinated with the critical period
demonstrating how ages indicated while acquiring L1. It was like a reminder to
me how critical the babies grasp languages in an early stages. Also in a positive
way because if the positivity doesnt exist, the language wouldnt indicate the
growth, which is so amazing. Then I didnt realize how the decline immediately
occurred after the age of 3-7. I wonder why? Maybe the language had became
more stable, but to enrich nor to master? Other than that, I had enjoyed learning
something new, but I would love to have further discussions such as MEG and
the comparison of English and other languages such as Japanese and Taiwan,
which babies responded to their voices in those. Nonetheless, I wish that the
video would include Deaf babies, of course. After the video, I got to appreciate
and reflect all of my daughters early developments as well as my interaction with
my preschoolers. I can go on and on about my experience with my Deaf/HH
preschooler.
Then I watched Steven Pinkers presentation about his book, Human Nature and
the Blank Slate. I was captivated with the blank slate theory. I must agree with
it because we were born with blank slates and were often exposed by our parents
belief, traditions, and so forth. Not only the parents, but also others in
general. People who are in our lives tend to be the most powerful models.... As
we got older, we rebelled because it had to do something with our
intuitions. Steven labeled it as genes. I would love to share how my blank slates
were, but I could a bit. Supposedly, my mom never told me about the roles of
husbands and wives. I would not have thought about husbands as first and wives
as second. Truthfully, in later years I decided that both men and women were
equal. As a mom to my teen daughters, I didnt reveal my role as second to
their dad and now my daughters seem not to categorize spousal positions. That is
one of several blank slates of mine. On another note, I honestly dont
comprehend the Hot Buttons, Arts and Parenting. I watched the part several
times and then had my thoughts chewed as much as possible. Chewy,
indeed!! My question is that is it something related to the blank slate?? I am not
too confident with my thoughts about it. Parenting was another thing. Pinker
seemed to be a smooth talker yet a complicated thinker?? I would need your
support in this I wish I could aslize my thoughts about the hot buttons. Maybe
you'd help me get there and the light bulb in my mind would explode.
About the Wug test, I found myself being familiar with it because of its cutesy and

its illustration. Like you know, I work in preschool and I read many wonderful
books with the kids. Children literature is one of my favorite hobbies. Anyway, I
took the test and I had fun doing it. One question had me pausedit s the #7,
where I thought for a while and decide it Wugs House. Know what? I will search
for that and possibly purchase it as one of my collection!! Yes, I definitely will
want to present that with my intelligent daughters. ;) Perhaps, you'd like to
know my result:
1 WUGS
2 GUTCHES
3 SPOWED
4 KAZHS
5 RICKED
6 WUGY
7 WUGS HOUSE
8 TORS
9 QUIRKY
10
LUNS
Lisa;)

Lisa,
Very thoughtful answers, and, yes, Steven Pinker is a complicated thinker, but his
ideas are good. He refers to "Hot Buttons" as long held beliefs that can be
challenged. Although the theory is that art in on the decline, Pinker suggets that
views have changed and people are staying away from elite art. Parenting advise
is also on the rise but children are most influenced by genes and the culture of the
country at large.
Dr. Carlson

What are the similarities and differences

between major L1 and L2 theories?
Vivian Cooks handout was an intense reading for me. So, I decided to use the tablet to
help me with the similarities and differences in L1/L2 theories. This is the way for me to
understand better about the key differences between the major theories and from what
theoretical framework the proposing theorists are working. The X meaning it is being
acquired. If X is not in the box, itd mean it doesnt exist.
Similarities & Differences L1
L2
of L1/L2 Theories
Cognition
developed X
through stages, i.e., first,
second,,,,,
Grammatical morphemes,
X
i.e., to, in, -ing and s.
Natural Order Hypothesis, X
i.e.,
no
need
for
explanation
in
development
Controlled data,
X
Produce
naturalistic
speech,
repeated
sentences
Cooks Introspection data
X
Asked
about
their
motions, motivations and
strategies
Tomasellos theory of X
mind (TOM), the ability to
see the world from
anothers point of view.
Hallidays social theories Bow-wow
of language, doing things Peekaboo games
and for relating to people. Imitation with expansion
Interpersonal, ideational such as
and textual
Child: Baby in highchair

Mother: Baby is in the

highchair.
Chomskys theory of X
University Grammar (UG),
the
knowledge
of
language, concerning the
acquisition of syntax.
Inside
or
outside
X
classrooms.
Literacy
X
Family
care-taking X
situations
In fact, I do intend to study more and have the S/D penetrated in my mind for future
grasp when working with second language learners of ASL.

What makes language unique to humans??

Languages are part of our lives Imagine if we dont have any and how can we
function, communicate, or think. To me, language does help all of us to live. It is the
same idea for babies, who can grow through nursing, nurturing and yes, lots of
touching. Lastly, the languages do have rules, symbols and more to make very
unique to humans.
Human beings communicate and share information through language. All
languages, both signed and spoken are based on specific rules. Without the rules,
we all would not have a useful communication system. People and animals have
their own ways to communicate through our own systems.
Here are the features that are shared by language and other communication
systems.
SYSTEMS USE SYMBOLS.
SYMBOLS ARE ORGANIZED AND USED SYSTEMICALLY.
SYMBOLS FORMS MAY BE ARBITRARY OR ICONIC.
MEMBERS OF A COMMUNITY SHARE THE SAME COMMUNICATION
SYSTEM.
Now, here are the features that make language unique.
1. LANGUAGE IS PRODUCTIVE; the number of sentence that can be made is
infinite; and new messages on any topic can be produced at any time. Some
communication systems have their own limited productivity. For example,
the Bees shows limited productivity. Birds show none. The writing system
has Morse code and semaphore and can produce an infinite number of
messages, but impractical. The human language can have both symbols and

signals in an endless number of ways as well as number of sentences, which

is infinite.
2. LANGUAGE HAS WAYS OF SHOWING THE RELATIONSHIP BETWEEN
SYMBOLS. For example, in English: The boy sits on the couch. The s shows
a relationship between the verb and the subject noun. In ASL: TABLE
INDEX-RIGHT, (T). BOOK DECICTIOPN FOR BOOK-ON-THE TABLE. The
depiction in this sentence is used to show the book being placed on the table.
The (T) indicates topicalization, while raising the eyebrows and tilting the
head slightly.
3. LANGUAGE HAS MECHANISM FOR INTRODUCTING NEW SYMBOLS. There
are set of symbols used in other communication system is limited and set.
This language is when it permits any kind of introduction such as
MICROVAVE AND COMPUTER that was created as new inventions.
4. UNRESTRICTEDNUMBER OF DOMAINS. They are like topic areas, where
other communication systems are generally restricted to some. For example,
food, danger or mating to animals and language can be used for any domain
that humans need to express, from survival and emergencies to philosophy
and arts.
5. SMALLER PARTS CAN BE BROKEN DOWN IN SYMBOLS such as beeps in
Morse code signals and different dances among bees and in ASL, there are
handshape, which can have several signs, LOUSY and AWKWARD using the
same handshape of 3
6. MULTIPLE MEANINGS , where the communication systems, each symbol or
group of symbol has one meaning. It doesnt interpret in concrete meaning
such as sarcasm or humor. In ASL, we ask, Are you going home?, it can
function either as a request for information or as a request for a ride home.
7. LANGUAGE CAN REFER TO THE PAST, THE FUTURE, AND NONIMMEDIATE
SITUATIONS; It is not restricted to the Present and the Immediate. This
allows language users to communicate about the different time periods.
8. LANGUAGE CHANGES ACROSS TIME. We often see changes through
interaction among users such as COMPUTER in ASL.
9. LANGUAGE CAN BE USED INTERCHANGEABLY. The users of a language can
send and receive messages.
10. LANGUAGE USERS MONITOR THEIR USE. Whenever people produce the
language, they listen or watch themselves and can correct themselves in their
own ways such as saying my bad or no and in ASL, we signed as if we
erased in air.
11. PARTS OF THE SYSTEM MYST BE LEARNED FROM OTHER USERS. Humans
are born to learn and use languages by interacting with adults and other
peers.
12. CAN LEARN OTHER VARIANTS OF THE SAME LANGUAGE. Humans have
the ability to learn and use different states or foreign sign languages. Unlike
the bees or birds, which they cant learn other languages.
13. USE THE LANGUAGE TO DISCUSS. Users write dictionaries, grammar books
and linguistics textbooks. They think about it and discuss it.

In fact, I enjoyed reading all these in a book, Linguistics of American Sign

Language and other handouts. I would like to thank Dr. Carlson for this
great question- Now I do appreciate the uniqueness in our language very
much.

Natalie Paluso
RE: Similarities and differences
Hi Lisa!
I have to tell you that I love your idea to do this chart to show the
similarites and differences in L1 and L2 acquisition! It is much easier for
me to read and understand visually. I agree that the reading was intense to
sort out what are similarities and differences in L1 and L2. I would like to
learn more about L2 in ASL because I want to see how much language L2
can attain from very small child, teenager, or adult. Do one group have
bigger impact than others to learn accelerate in L2 acquisition for ASL? I
think that would be an interesting for discussion

Lisa Rutland
501 Discussions #3
If an L1 child can master a language in a few years, why cant an L2 learner do the same
over many years?
When I first read the question above, my immediate answer would be that the L1 has the
natural environments where there is unlimited and free time filled with discourses,
welcoming support in grammar, pronunciation, meaning word choice or politeness and
understanding the modification input by other users. About the exposures as I agreed
with one of the theories in second language acquisition, named the innatist perspective,
which Chomsky insisted that children are born with a specific innate ability to discover
for themselves as they go through the exposures of their language.
The L2 has more cognitive maturity, limited or complicated education, anxiety barriers
and so forth. Then I read Lightbown and Spadas with the magnification in realization
more than just the commonly characteristics and conditions. There are more to the
second language learning such as the analysis including the error, contrastive and
interlanugage. Also there are the sequences, where the developments indicated the
acquisition of grammatical morphemes, negation and questions. I became fascinated
with how both L1 and L2 acquire in their own time as well as contrastive, error analyses
and developmental sequences. The L2 do have two things that take longer to master
than the L1 and it is the time and cognitive maturity or metalinguistic, found in page 36.
I heartfelt for those L2 for their hard working and spending their wee hours to
understand and be able to use it fluently.
In ASL, the parallel is similar. Like you know, it takes 7-10 years to master ASL for
those L2 users. Sadly, from my view that whoever learned ASL the first several years
and then sign in their profession. At first, I was elated to see them acquiring in the
beginning and then they were graded and go and sign, but I have met some later years
and can see their signing skills decrease. I suspected that it had to do with the interaction,
which Michael Longs Interaction Hypothesis meaning the modified interaction is
necessary for language acquisition and it makes the input comprehensible. Also it
promotes acquisition and language development.

Lastly, I read an article, Age of language learning shapes brain structure: A cortical
thickness study of bilingual and monolingual individuals. I saw the studies were made to
show the differences in terms of whether they learned one language or two and in terms
of the age at which they learned a second language. Such an interesting information and
I would love to pursue in reading more of this area, especially to read other graduate
students in my groups comment about this.
In spite of this, the L1 and L2 do master languages in their own time respectively along
with ample of time, support and reinforcement.

NancyJean Eubanks
Eubanks RE: 501 Discussion #3
Lisa,
Do you feel that the brain research article sheds any light on Chompskys innatist
perspective? Could the thickening of the cortex reveal that older language
learners have lost some of that innate ability?
I agree with you that we are learning more and more how difficult it is to truly
master a second language. Likewise I believe interaction has a great deal to do
with competency. Interaction allows individuals to negotiate meaning which
Long felt promoted language development. I have always noticed a higher degree
of skill among interpreters who take the time to interact with their community.
Nj
Lauren Mack
RE: 501 Discussion #3
I, too, agree with several theorists belief on acquiring language. Like Chomsky's
theory, that children have an innate ability to learn language for themselves
through the experiences and interactions in which they encounter, L1 learners
are able to learn a language naturally and quickly. Even if a child does not come
from a stable home in which language is used, they are able to still find the
means to communicate. People were designed and destined to use language to
live in a world together. To be able to unconsciously use that language, a person
needs to consistently use it, which is based on Michael Long's theory The
Interaction Hypothesis. Based on Klein's article, the thickening cortex and age of
the L2 can be the cause of not proficiently acquiring a second language. With all
the theorists and studies done on learning a second language, it is amazing the
adults that are able to succeed in L2 acquisition. I know I'm starting to sound like
a broken record, but since researchers have found early acquisition in second
language is successful, why is foreign language required at the high
school/college level but not even offered at the elementary level? This is a
program that should be offered to young children.

Lisa Rutland
501Discussion #4
Those who wish to learn ASL may think they will learn easily because ASL is a
similar language to English; it is English with signs, they might think. At first, they
are motivated to learn and be able to sign with Deaf classmates after class. With
the realization of how complicated ASL actually is, they may begin to identify
themselves as second language learners. They may be challenged with a silent
period, when they dont have the opportunity to observe and absorb the new
language in a natural setting, but they will then take advantage of opportunities to
learn as they go and visit events hosted by the Deaf community. It all depends
on if they have become engrossed in their learning and their passion to be part of
the community. They may be totally ready from how well their input teachers
taught and prepared them with direct relationships and the privilege of pair work,
classroom discussion and interaction. Interaction plays a big role, where they
can work on communication skills as well as anxiety that come with trying to
communicate in a new language. Also, affective consideration, in which they
have their ego bruised, can lead to greater learning. Based on their inhibition,
they will learn to adjust their ego boundaries. They will realize that they can learn
about Deaf culture, as the Zone of Proximal Development (ZPD) shows them
how much more they can learn about face-to-face communication and cultural
situations when they are helped by a member of the Deaf community or an
experienced peer. Once they learn and respect themselves and others, the ZPD
would help maintain their motivation to enhance their signing abilities. Needless
to say, attitude is everything. It is a decision for the learners must make to

embrace their challenges and work through them. The learners may be
determined to stay committed and continue to get involved and put their
inhibitions aside if their affective filter is low. Lastly, the ability to use their new
language effectively is helped by fossilization, where Deaf people give instruction
or feedback and their knowledge is solidified in their mind. Fossilization is
another story, actually. Once sign is stamped or fixed in a language due to
possibly the age, the chance to make changes or get improved is low. I wonder
if we can help change that? Nonetheless, given these abilities, the interlanguage
learners will be able to use ASL effectively beyond their classroom, and their
learning will be a constantly evolving experience.
Keely Holder
RE: 501Discussion #4
Lisa,
I enjoyed reading your posts. American Sign Language is a second language for
me. Upon beginning to learn the language, I was motivated to learn the language;
however, I quickly realized it was not going to be very easy. Due to having the
necessary motivation, I did not mind the additional effort I had to put forth in
order to learn the language to the best of my ability. You said Interaction plays a
big role, where they can work on communication skills as well as anxiety that
come with trying to communicate in a new language. As a second language
learner I strongly agree that interactions need to take place within the classroom
frequently with the use of American Sign Language. The more often a student has
to use the language the quicker it may become a more natural way to
communicate using the second language. As we have recently learned, a good
language learner should be willing to make mistakes and not allow those
mistakes to prevent learning from occurring, but rather promote learning from
the mistakes being made. I believe that the willingness to make mistakes is also
important within the real world too.

501 OP 9.4 LISARUTLAND

Lisa Rutland
501 TASL, Dr. Carlson
Oct 26, 2014
Post and discuss with your classmates: Several theories for L2 learning have been
proposed in this chapter. Is one of these theories more consistent with your
understanding of how languages are learned? If so, how have your experiences as a
teacher or learner brought you to this view? What aha moments have you had when

thinking what makes a concept easy to teach/learn in ASL?

There are plenty of interesting theories in my reading. Even though the theory
developments havent reached their conclusion, they are good guidance for teachers
about the learners acquisition of language. I pondered which theories rang true for me,
considering the way the mind perceives, retains, organizes and retrieves
information. After careful reflection, I chose the Interaction hypothesis developed by
many researchers, such as Hatch, Long, Pica, Gass, Krashen and others. Also, along with
that, the Noticing hypothesis by Richard Schmidt. Also, I want to add the ZPD, Zone of
Proximal Development by Vygotsky.
Interaction, in my opinion is extremely important in ASL acquisition, because
it involves visual conversation. It is where the learners can modify comprehension in
dialogues. Then, noticing comes along naturally. Once the learner communicates using
ASL, awareness of its features grows. Noticing is where the growth comes from
comprehension. Noticing is an essential starting point in comprehension checks,
clarification requests and self- repetition or paraphrase. With a great pleasure, I
witnessed students realizing by noticing ASL in their conversation.
For example, by watching a student knowing how to use the topicalization, HOSPTIAL,
MY BOYFIEND GAVE-ME FLOWERS, the other student, who might will struggle with
this concept might would notice and identify the topicalization given by the narrator.
The ZPD is where learners process thinking. Without the ZPD, how can they
process the learning they are acquiring? All these three things make ASL acquisition
possible. As a teacher for a number of years, I have seen this hypothesis coming alive. I
remember vividly how the learners retrieve information. Without interaction, they can
sign ASL, but in interaction, I can recognize their modification by noticing which signs
they use, both in interaction and solitude, they can think about the ultimate of the
amazing ASL.
The aha moments are hard to pin down, but after learning these hypotheses, I was very
agreeable with the insights I found. L:)
Roberta Dunlap
RE: 501 OP 9.4 LISARUTLAND
Hi Lisa,
I do agree with you that it is difficult to pin down which theory applies to our
'aha' moment in teaching ASL to our learners. I know I did until I finally realized
after thinking back from my TA moments and Deaf Mentor moments, and yes,
there was my 'aha' moments in teaching my learners with ASL and that would be
interaction hypothesis. Just out of curiosity, could you provide an example of
what your 'aha' moment to one or two of your hypotheses.
Natalie Paluso
RE: 501 OP 9.4 LISARUTLAND
Hi Lisa!
Your statement, "Noticing is an essential starting point in comprehension checks,
clarification requests and self- repetition or paraphrase. With a great pleasure, I

witnessed students realizing by noticing ASL in their conversation."

I agree with you complete because ASL itself is very visual language and when
ASL students are participating activities to learn ASL as their second language.
Therefore, they would experience a lot of interaction like you said applied to
interaction theory, which I think it is beneficial for ASL students to be able to
attain the target language easily due to emphasis of many practice conversational.
Sometimes ASL students might think they actually understood ASL language by
mimic, but might do not understand ASL grammar and structures rules until they
finally have their 'Noticing Hypothesis' once they noticed a language feature
within ASL in order to learn and understand the target language better. In other
word, I am glad we learned many different second language acquisition theories
that we can apply as ASL teachers to our ASL students whether if this theory or
that theory actually works on them :)