CrossCultural Developmental Education Services

4/23/2009

Theories of Acquisition

Section III SLA Th Theories

Stimuli: linguistic responses Conditioning Reinforcement

Innate Predisposition Systematic, rule-governed acquisition Creative constructivism Creative pivot grammar Parallel Distribution

Vygotsky
(1896-1935)
Cognitive development takes place out of need to communicate our needs to others. Inner speech develops in the same manner as all other mental processes. Culture shapes cognitive development. Language is critical for cognitive development. Different cultures have different language tools. Self talk helps students to regulate thinking.

Vygotsky's Theory of Language Development

Primitive Stage Na ve Naive Stage External Stage Ingrowth Stage

2006 Dr. Catherine Collier All Rights Reserved

CrossCultural Developmental Education Services

4/23/2009

Primitive Stage

Naive Stage

Babbling is an example of the primitive stage of g g p produced serve language development. The sounds p no real purpose except to produce the sound and experiment with our new capability. As the baby does not produce speech, there is also no verbal thought, or internal monologue. This does not mean the baby does not think, it only means that the child has not yet internalized his speech.

Paradigmatic Syntagmatic The child learns how to say words before he learns their meaning and function. An example of this manifestation is ball. To the child this thi one word can mean a variety of things ( where i my b ll, gi d i t f thi g ( h is ball give me the ball, etc.). As the child develops and gains understanding of new words, he begins to produce nave sentences like where ball and where is the ball. The child uses these structures without any understanding of how to put a sentence together or why the words must go in that order. He only knows that when the words are said in a certain way, others understand his meaning. Understanding of word order comes about before the child learns the logic of how the words fit in that order.

External Stage

Ingrowth Stage
As the childs egocentric speech turns inward, he enters the final stage. He uses the skills he has acquired to perform logical tasks internally. Rather than counting aloud, he will count in his head using part of his short term memory. This is much faster than verbalizing each thought and just as his initial speech developed with practice, the more internalized thought and logic is used, the better the child can perform.

D During the external stage the child b h l h h ld begins to use external l objects to represent words. This can be characterized by the child using objects or fingers when counting. Rhyming is also used during this stage to improve memory and sound recognition. Another interesting event is the beginning of egocentric speech. The child will talk to himself when there is no one else around and also during play with others. This is the childs verbalization of thought.

2006 Dr. Catherine Collier All Rights Reserved

CrossCultural Developmental Education Services

4/23/2009

Behaviorist Theory (Skinner)

Nativist Theory

(Chomsky)

Child says Want milk. Parent gives child some milk which reinforces the association and language development.

We are hardwired genetically with the capacity to acquire language. We are hardwired with a system capable of attaining l g g without i t ti tt i i g language ith t instruction or (countering the Behaviorists) operant stimuli. This innate knowledge is contained in an LAD (Language Acquisition Device), or little black box in our brains.

Language Acquisition Device or LAD

Universal Grammar
A linguistic theory proposing the innate knowledge of the basic structure and principles of grammar shared by all human languages.

A genetic mechanism for the acquisition of language wired with language universals, and equipped with a mechanism that allows children to make complex guesses about what they hear around them.

2006 Dr. Catherine Collier All Rights Reserved

CrossCultural Developmental Education Services

4/23/2009

Weaknesses in UG/LAD Theory

Lack of clear-cut biological support for critical age hypothesis Critical age hypothesis shown to be only accurate in terms of pronunciation t i t f i ti Language storage varies across different languages Switching modalities in multi-lingual speakers

Other Linguistic Ideas

1. Computer language recognition and automatic translation
Large samples now available Computation of ambiguity Neural nets account for language learning Entire brain demonstrates functions in this way Demonstrations possible with much simpler neural nets than actual human brain

2. Connectionism 2C

3. Hybrid theory

Neural Networks
Computer simulated neurons have input, output, and hidden unit types. Changes in strength between connections determines behavior of the network.

More Theories of SLA

Brain Plasticity Theory Biological Predisposition Theory p y Imprinting Theory Others

2006 Dr. Catherine Collier All Rights Reserved

CrossCultural Developmental Education Services

4/23/2009

Critical Period Hypothesis (CPH)

Lenneberg Age of acquisition depends on age of learner Age of acquisition depends on length of time Doesnt explain why some adults acquire native-like proficiency

Stimuli: linguistic responses Conditioning

Reinforcement

Theories aspects of Many of Acquisition hard versus soft wiring of language still need to be researched
pivot grammar Parallel Distribution

Innate Predisposition Systematic, rule-governed acquisition Creative constructivism Creative

Age of Acquisition
Under puberty more likely to acquire a native like proficiency and fluency. Over puberty = more likely to retain an accent.

Cummins Iceberg Concept

2006 Dr. Catherine Collier All Rights Reserved

CrossCultural Developmental Education Services

4/23/2009

Cummins CUP Theory

L1

L2

CUP Issues

L1

L2

2006 Dr. Catherine Collier All Rights Reserved

CrossCultural Developmental Education Services

4/23/2009

Bicycle Model

Language Transition

BICS
CALP CALP BICS

CALP
BICS

ItsIts a word! Itslanguage! a plain!

Basic Interpersonal Communication

1. 2. 3. 4. 5. You need to match your socks and put your laundry away. Lets turn your mattress over. We have to make a right turn after the corner. Please give me all of your dirty laundry. We live at the end of the block.

Cognitive Academic Language

1. 2. 3. 3 4. 5. 6. Please, put your name on the paper. Look at the pictures and match the object to its definition. Now is the time to turn to the next page. When you leave the room, you should turn the light off. When I get to the end of the story, give me time to ask you questions. Go to the end of the line.

2006 Dr. Catherine Collier All Rights Reserved

CrossCultural Developmental Education Services

4/23/2009

Cross-linguistic Influence
Prior experience with language plays a significant role in SLA. L1 influences L2 learning. L1 phonology predicts l h l d learner performance in L2. Great difference does not always cause great difficulty.

Fossilization
Relatively permanent incorporation of incorrect linguistic forms in SLA. Normal stage for many SLA learners. Can also come from Functional Ceiling

Contrastive Analysis
Compare and contrast language elements. S Structural analysis & l l taxonomy of linguistic contrasts would enable prediction of difficulties for learner.

cape cup kate cut tell t ll cull ll dell dull

coop coot call ll doll

2006 Dr. Catherine Collier All Rights Reserved

CrossCultural Developmental Education Services

4/23/2009

English Form: Be Have Example: he (D1) he (D1) Ser

Spanish

Hacer/tener/estar/etc. Es un campesino? Tiene un gato? Occurrence of ser with or without D1 Sentence tie e p e ed expressed. between ser and subject when

Functionalist Theory

(Krashen)

Is he a farmer? Has he a cat?

Features:

Occurrence of be before he. Sentence tie be. Presence of he. High-low intonation quite possible with this pattern. between he and

Subject pronoun often omitted. Intonation rise to high or rise to extra high with drop to mid or low. Question. Yes-no response type. No special restrictions.

Meaning: Distribution:

Question. Yes-no response type. Restricted to be and have.

Problems for Spanish speaker learning English: Production: May not place be before he. May omit subject pronoun. Will give a rising intonation, mid-high, or rise to extra high. Will use the same pattern with verbs other than be and have. Recognition: Will mistake question for statement because of falling, high-low, intonation in English.

Functionalists moved more deeply into the essence of language. Their focus: a) Language is a manifestation of the cognitive and affective abilities of a person. It allows a person to deal with the world, others, and self b) The functional levels of language are constructed from social interaction.

Krashens Input Hypothesis Is a set of five interrelated hypotheses:

The Acquisition-Learning Hypothesis The Monitor Hypothesis The Natural Order Hypothesis The Input Hypothesis The Affective Filter Hypothesis

Krashens Model

2006 Dr. Catherine Collier All Rights Reserved

CrossCultural Developmental Education Services

4/23/2009

The Input Hypothesis

Suggests that comprehensible input is sufficient to activate the LAD and begin Second Language Acquisition.

The Natural Order Hypothesis

Every person learning a new language will acquire the target language in a particular order.

Natural Order Hypothesis

Stage 1 Pre-production Stage 2 Early Production Stage 3 Speech Emergence Stage 4 Intermediate Fluency

Pre-Production

Early Production

Speech emergence

Intermediate

Advanced Intermediate

Advanced Fluency

2006 Dr. Catherine Collier All Rights Reserved

10

CrossCultural Developmental Education Services

4/23/2009

Stages of Second Language Acquisition

Pre-Production Early Production Speech Emergence Intermediate Fluency Advanced Intermediate Fluency Advanced Fluency

Stage 1: Preproduction
Transference from first language Limited knowledge of verb tense Length of this stage can be 3 to 6 months

Stage 2: Early Production

Can produce utterance of one word and repeat memorized phrases. Will begin to use different g tenses but will over-generalize rules This stage may last 6 months to 1 year

Stage 3: Speech Emergence

Beginning to accurately use different verb forms Can engage in more inin depth conversations Still over-generalizes rules Stage may last 1 to 2 years

2006 Dr. Catherine Collier All Rights Reserved

11

CrossCultural Developmental Education Services

4/23/2009

Stage 4: Intermediate Fluency

Can now create original sentences with ease Can engage in more complex conversations. Still makes some grammatical mistakes Length of this stage is generally 2 to 3 years

Stage 5: Advanced Intermediate Fluency

Can communicate thoughts Engages in and produces connected narrative Shows good comprehension Makes complex grammatical errors Functions somewhat on an academic level Generally lasts 3 to 5 years

Stage 6: Advanced Fluency

Generally takes 5 to 7 years Functions on academic level with peers M Maintains two-way conversation Demonstrates decontextualized comprehension Uses enriched vocabulary

Krashens Critical Elements

1. Provide Comprehensible Input in Second Language Maintain S b M Subject Matter Education Maintain and Develop Childrens Home Language

2. 2 3.

2006 Dr. Catherine Collier All Rights Reserved

12

CrossCultural Developmental Education Services

4/23/2009

Comprehensible Input
1. Use visual cues. 13. Provide guided practice. 2. Demonstrate. 14. Be friendly and enthusiastic. 3. Use simpler syntax. 15. Stress participatory learning. 4. Preview, view, review. 16. Use fewer pronouns. 5. Use hands-on activities. 17. Build upon prior 6. Use shorter sentences. experiences. experiences 7. Maintain a warm affect. 8. Watch for comprehension; restate to clarify meaning. 9. Stress high frequency vocabulary. 10. Use physical models or actual objects. 11. Cut down use of slang and idioms. 12. Use culturally appropriate gestures and body language.

Informal Context Embedded

Formal Context Reduced

BICS

CALP

IMPLICATIONS OF ENGLISH ONLY INSTRUCTION: DO NON-NATIVE ENGLISH SPEAKERS REALLY CATCH UP?

Anglo child English exposure12 hours awake each day x 365 x 5 years Hispanic child English exposure 3 hours Cum ulative each day x 365 x 5 years H ours of
Language E xposure in Thousands

60 55 50 45

Form al instruction begins

After 5 years of instruction

Entry/Exit Criteria For LEP

PHLOTE LAS-O 1-4 WM 1-3
36%ile or above on achievement test LAS 5 Score WM 4-5 EXIT Monitor 1 year

48,000

40 35 30

25 20

21,900 16,425 5,495

B 1 2 3 4 5 K 6 st 1 7 nd 2 8 rd 3 9 th 4 10 th 5 11 th 6 12 th 7 13 th 8 14 th 9

Anglo child English exposure 14 hours each day x 365 x 5 years Hispanic child English exposure 9 hours each day x 365 x 5 years

15 10 5

LEP ESL ELL

Below 36%ile on achievement test LAS 5 Score WM 4-5

EXIT Monitor 2 years

Age and G rade Level

2006 Dr. Catherine Collier All Rights Reserved

13

CrossCultural Developmental Education Services

4/23/2009

Impact of Prior Schooling

Those who have had prior school experience enter English-medium classrooms already equipped with a knowledge base for making inferences and predictions about the meaning of events that will occur there.

A script for school may include

Cognitive strategies resourcing grouping note taking deduction recombination b imagery auditory representation keyword contextualization elaboration transfer inferencing Metacognitive strategies advance organizers directed attention selective attention self management functional planning self-monitoring delayed production self evaluation Socioaffective strategies cooperation question for clarification

Impact of Prior Schooling

This chart shows when ELLs typically reach native speakerlike proficiency in English.
Amount of schooling in L1
Time needed to reach native speaker-like proficiency

Impact of L1 Proficiency & Literacy

Studies indicate that if students do not reach a certain threshold in their first language, including literacy, they may experience cognitive , linguistic difficulties in the second language. When ELLs are able to use their L1 in academic tasks, they are working at their actual level of cognitive maturity, facilitating continued cognitive and linguistic development.

None

7-10 years

2-3 years

5-7 years

2006 Dr. Catherine Collier All Rights Reserved

14

CrossCultural Developmental Education Services

4/23/2009

Climate of Context Leaves of Comprehension & Production Strategies

Spotlights

eacher Talk Te

her Oth Students

Materials

tbooks Text

Nonverbal

Branches of Affective Variables

Fruits of Performance

What am I going to do??!

Seeds of Predisposition Germination Strategies Roots of Competence

Spotlight Presentations
Make specific assignments for each member of your team to carry out in preparation of presentation. At least 20+ slides illustrating key points. PowerPoint is preferred format. F Focus upon what every teacher should k h h h ld know about the topic. b h Put your script, content notes and citations in the note section under the slides and include a bibliography. Post it on Blackboard. Look at other the PowerPoints and submit comments.

Some reasons why English is so hard to learn

The bandage was wound around the wound. The farm was used to produce produce. We must polish the Polish furniture. He could lead if he would get the lead out. The ld decided desert h Th soldier d d d to d his dessert in the desert. A bass was painted on the head of the bass drum. When shot at, the dove dove into the bushes. How can I intimate this to my most intimate friend? The insurance was invalid for the invalid. There was a row among the oarsmen about how to row. They were too close to the door to close it. The buck does funny things when the does are present. After Af a number of injections my jaw got b f number. Upon seeing the tear in the painting I shed a tear. I had to subject the subject to a series of tests. I did not object to the object.

2006 Dr. Catherine Collier All Rights Reserved

15

CrossCultural Developmental Education Services

4/23/2009

Activities

BICS & CALP Case Study Language

Key Learning

2006 Dr. Catherine Collier All Rights Reserved

16