Bilingualism

SERP 404/504: Group 1

Betsy Dupuis, Holly Durr, Pauline Munoz & Ashley Stevens

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Bilingualism & Second
Language Learning
Celeste Roseberry-McKibbin

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Introduction

1. Second Language Acquisition Processes

2. Affective Variables in Second Language Acquisition
3. Learning Styles & Strategies
4. Types of Learning Proficiencies
5. Simultaneous VS. Sequential Bilingualism

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Affective Variables in Second Language Acquisition

Motivation Level
Personality
Anxiety Level
Socioeconomic Status

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Learning Styles and Strategies

1. Avoidance
2. Use of Routines
3. Practice Opportunities
4. High/Low Input Generators
5. Modeling
How might these strategies influence students communication?

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Types of Language Proficiencies

Separate Underlying Principle (SUP) Common Underlying Principle (CUP)

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Simultaneous VS Sequential Bilingualism

Simultaneous Acquisition
Sequential Acquisition

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Misconceptions About the
Second Language
Acquisition Process
Janette K. Klinger, Estella Almanza de Schonewise,
Carmen de Onis & Laura Mendez Barletta

Ch. 3 in Why Do English Learners Struggle with Reading?

Distinguishing Language Acquisition from Learning Disabilities
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Summary

This chapter addresses two main areas related to

second language acquisition. First, a few different
theories of second language acquisition are
presented. These include Krashens Monitor Model
and Comprehensible Input Theory, as well as
Vygotskys Sociocultural and Sociolinguistic Theories.
Second, common misconceptions about second
language acquisition are refuted, and the implications
for educational practice are proposed.

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In your experience as a
learner, what kind of
feedback do you find
most effective or
helpful? How does that
compare to the way you
give feedback to
students? Are you
surprised by this studys
findings?

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Monitor Model (Krashen, 1982)

Acquisition-Learning Hypothesis: second language learning occurs through both

natural communicative interactions (acquisition) and formal instruction (learning)

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Monitor Model (Krashen) continued

Natural Order Hypothesis: grammatical structures are acquired in a predictable

order, though the order may differ in first and second language acquisition

Monitor Hypothesis: once a 2nd language learner knows the rules of the language,
the acquisition system initiates utterances; then the learning system monitors and
edits the form of the language produced, given time to do so

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Monitor Model (Krashen) continued

Input Hypothesis: language acquisition occurs when input is slightly above the
learners current level

Affective Filter Hypothesis: non-linguistic elements such as motivation, self-

confidence, and anxiety influence language learning outcomes

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Does this theory remind

you of any other
developmental theories?
How have you seen this in
practice, whether for
language acquisition or
for other skills?

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Vygotskys Theories and Comprehensible Input

Vygotsky is well-known for the Zone of Proximal Development

the gap between what a child can do alone and what s/he can do with
support
this is where learning occurs
similar to Krashens Comprehensible Input Theory
linguistic input slightly above the childs current expressive ability is
what allows the language learner to advance
Input should be meaningful and contextualized for the learner
Vygotskys Sociocultural and Sociolinguistic Theories
Emphasis on the social nature of learning
Higher cognitive functions develop through interaction, then are internalized
Both peers and adults can facilitate learning
Scaffolding
Acquisition of signs and symbols (external, then internal)

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What effects could this terminology have on education outcomes? Have you
observed negative attitudes about second language learners in schools? How can
public misconceptions be changed?

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Second Language Acquisition Misconceptions and
Realities

True or False?

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Bilingual students are equally proficient
in both languages.

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FALSE.

Linguistic proficiencies= sum of proficiences in different languages.

Proficiency with home language and English will vary.

Students may have strengths in some areas in their native language and other
strengths in areas in English.

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Semilingualism and non-non
classifications are valid concepts to use
in theories and assessment practices.

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FALSE

These categories are results of tests that do not fully measure students
language proficiencies.

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Native language proficiency
assessments used to determine ELs
native language proficiency do not
present a clear picture of linguistic
proficiency.

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TRUE.

Native language proficiency assessments result in limited views of oral language

proficiencies for ELs.

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It is appropriate to develop bilinguals
literacy skills in their native or second
languages using literacy instructional
frameworks that were developed for
monolingual students.

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FALSE.

A different framework is needed for literacy instruction in a second language.

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All ELs learn English in different ways
and various rates.

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TRUE.

Length of time for acquisition varies from four to seven years or more.

As previously mentioned, many different variables affect the language

acquisition process.

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Errors are common and considered
positive signs of language development.

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TRUE.

Errors demonstrate that the student is making progress.

Necessary aspect of second language acquisition.

Provide clues about a student's interlanguage.

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Students that spend more time receiving
English instruction learn it faster

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FALSE

Students receiving some native language instruction achieve at higher levels in

English than those who do not receive any native language instruction.

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English language learners acquire
English through exposure and
interactions with others.

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FALSE

Exposure and interactions with others in English do not provide the support
needed for ELs to fully participate in classroom learning and reach their
potential.

Explicit instruction at an appropriate level is helpful.

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The majority of ELs in the United States
are simultaneous bilinguals.

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TRUE.

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 It is rare for
bilingual Semilingualism &
The majority of speakers to be non-non
ELs in the US are equally proficient classifications are
simultaneous in both languages not valid concepts
bilinguals to use in
assessment

Native language
Explicit instruction
proficiency
at an appropriate
assessments=
level is helpful for
Realities limited views of
English acquisition
oral proficiency

Native language A different

instruction is framework is
beneficial for needed for
second language literacy
acquisition instruction in a
second language
Errors are
common and All ELs learn
considered positive English in different
signs of ways and rates
development

Realities of Second Language Acquisition

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