Language-Acquisition Theories

Language- Acquisition Theories

Amber Castro
Grand Canyon University: ESL 433N: Advanced Methodologies of Structured English
Immersion
March 2, 2014

Language-Acquisition Theories

Language acquisition is a crucial process for every student, but even more so for those
students whose primary language is one other than English. The English language can be
complicated and confusing, containing like words with different spellings and meanings. Phrases
that come naturally to those who speak English can be taken literally by those whose native
language is something other than English (Suleiman, & Moore, 1995). This can become
perplexing and exasperating trying to figure out because of the disparity between the literal and
figurative meanings (Palmer, Shackelford, Miller, & Leclere, 2006). Acquiring learning
comprehension skills and learning the steps on how to understand figurative language are
necessary tools needed for English Language Learners (ELL) to excel in their education.
Containing suggestive techniques on how to bridge the gap between reading
comprehension and figurative language for ELLs, Bridging Two Worlds: Reading
Comprehension, Figurative Language Instruction, and the English-Language Learner is an
article that also focuses on helping ELLs make a connection between their understanding of their
native language and of the English language. Learning to make these connections can result in
the success of their academic and social language achievement. One of the best resources
available to educators in helping their students achieve such goals is explicit instruction. Explicit
instruction is a structured, systematic, and effective approach to teaching, where the educator
provides and helps guide students in direct instruction (Palmer & Brooks, 2004). To help
students comprehend the language and idioms used in the educational material and to determine
the meaning of the text from the context, educators must begin by modeling the thinking process.
After initial modeling, students should have the opportunity to independently practice the same
process. With the process and material fresh in their mind this independent practice will

Language-Acquisition Theories

ultimately produce a stronger ability in the student (Palmer, Shackelford, Miller, & Leclere,
2006).
Connecting real world experiences is another important strategy in leading to an ELLs
success. By connecting their education to real world situations and participating in specific
activities, students can learn to recognize the importance of diversity and of differing views.
These connections also create learning experiences that are personally relevant to ELLs. As
students begin to observe and evaluate they are encouraged to use and practice new vocabulary
and start taking active roles in their education and communities. These connections allow them to
take their learning experiences and apply them to their personal lives (Palmer, Shackelford,
Miller, & Leclere, 2006).
Discussing the reasoning behind figurative language with students and providing
different examples of how figurative language is used is important (Palmer & Brooks, 2004).
With the use of context clues, educators can help ELLs improve their literacy skills. Contextual
clues increase students vocabulary base and play an important role in effective reading.
Strategically using dialog in context, educators can explain the different forms figurative
language encompases, pointing out specific examples in the context of a sentence or paragraph
(Palmer, Shackelford, Miller, & Leclere, 2006).
Visualization is an equally important step in explicit instruction (Qualls & Harris, 1999).
Studies suggest that children can relate more to visual imagery in figurative language than adults
(Evans & Gamble, 1988). Palmer, Shackelford, Miller, & Leclere recommend having students
draw two lateral pictures, one for the literal meaning of the figurative word or phrase and one for
the intended meaning of the figurative word or phrase. For example, a students literal

Language-Acquisition Theories

interpretation for youre getting under my skin would be a drawing of something going under
ones skin while the drawing for the figurative interpretation is of a person becoming annoyed.
Comparing these interpretations visually and side by side is a great way for students to grasp a
real understanding of the differences.
Researchers of bilingual education have validated the significant connection between
primitive language skills and academic achievement for years. As suggested by Cummins (1981)
it is theorized that the common underlying proficiency proposes that knowledge and skills
learned in a persons native language will form the basis for a positive transfer of skills
(Cummins, 1981). Cummins also proposes that when a student is learning two languages
simultaneously, they rely on each language to support their learning (Cummins, 1986, 1989). A
student fluent in the grammatical and structural aspect of their native language is at an advantage
for learning English.
Educators have the arduous task of utilizing the correct combinations of strategies that
will be effective in a students gaining of knowledge. Figurative language instruction is
important in educating ELLs. By combining the strategies mentioned in the article in the
classroom setting, educators increase the degree of success for their students and their abilities.

Language-Acquisition Theories

5
Resources

Cummins, J. (1981). The role of primary language development in promoting educational

success for language minority students. In California State Department of Education
(Ed.), Schooling and language minority students: A theoretical framework (pp. 349).
Los Angeles: California State University.
Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard
Educational Review, 56, 1836.
Cummins, J. (1989). Empowering minority students. Sacramento: California Association for
Bilingual Education.
Evans, M.A., & Gamble, D.L. (1988). Attribute saliency and metaphor interpretation in schoolage children. Journal of Child Language, 15, 435449.
Palmer, B. C., Shackelford, V. S., Miller, S. C., & Leclere, J. T. (2006). Bridging two worlds:
Reading comprehension, figurative language instruction, and the English-language
learner. Journal Of Adolescent & Adult Literacy, 50(4), 258-267
Palmer, B.C., & Brooks, M.A. (2004). Reading until the cows come home: Figurative language
and reading comprehension. Journal of Adolescent & Adult Literacy, 47, 370379.
Suleiman, M.F., & Moore, R. (1995). Figures of speech, symbolism and the communicative
process in the multilingual classrooms. Paper presented at the annual meeting of the
Speech and Communication Association of Puerto Rico, San Juan, Puerto Rico. Service

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No. ED393960; www.eric.ed.gov/contentdelivery/servlet/ERICServlet?

accno=ED393960)
Qualls, C.D., & Harris, J.L. (1999). Effects of familiarity on idiom comprehension in African
American and European American fifth graders. Language, Speech, and Hearing Services
in Schools, 30, 114151.