C.+SLA


 * Second Language Acquisition **



This page provides information on both first and second language acquisition. The processes of first and second language acquisition are very similar in many ways. Knowing how we learn language and what to expect at each learning stage can help teachers and students to set realistic goals and objectives. I have also included some helpful links below for more information. Second Language Acquisition **[|The Stages of SLA] [|SLA Strategies and Activities] [|Center for Advanced Research on Language Acquisition]  ** First Language Acquisition ** [|Ages and Stages Chart] [|First Language Acquisition] [|Learning Language]
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 * < **First Language (L1) Acquisition**
 * < **Factor** ||< **Questions to Address**
 * < **Age:** When does language acquisition begin and how does it progress? ||< Language acquisition begins at birth and continues to progress as children develop. It is important to bear in mind that, although all children progress through the same developmental stages, they do so at different rates. Typically…

-from **birth to six months** infants will communicate by crying or cooing, or ceasing to do so, to express their needs

-from **six to twelve months** children begin to create more language-like sounds called **babbling**. Babbling consists of consonant and vowel combinations used to represent “words” and express needs, as well as label people or things.

-from **twelve to eighteen months** children begin to experiment with babbling to create words and one to two-word sentences. At this time children begin to realize that words have meaning and function. This is also a period in which children may overextend the meaning a particular word. For example, they may use the word “juice” for all liquids. They may also underuse words outside of a given context.

-from **eighteen months to two years** children continue to develop their language skill and learn more words. As they create more sentences they become cognizant of the grammar and sound systems of the language. Children at this stage also begin to recognize “environmental print” and make associations of printed signs and logos with places and people. || || ||
 * < **Sound System:** How do young children learn the L1 sound system and the rules of the native language? ||< Children create a system of language rules as they learn to communicate. This system does not necessarily resemble the system used in adult language. In regards to sound systems, differences in pronunciation in childhood can be attributed to motor control and brain development or the learner’s perception of their own pronunciation. ||
 * < **Learning Environment:** Where does L1 take place and under what conditions and circumstances does early language learning occur? ||< First language acquisition takes place in the home and community of the language learner. Typically the language learning process occurs naturally as part of the cognitive, physical and social development of a child. ||
 * < **Second Language (L2) Acquisition**
 * < **Learning Environment:** Where does L1 take place and under what conditions and circumstances does early language learning occur? ||< First language acquisition takes place in the home and community of the language learner. Typically the language learning process occurs naturally as part of the cognitive, physical and social development of a child. ||
 * < **Second Language (L2) Acquisition**
 * < **Factor** ||< **Questions to Address**
 * < **Age:** When does second language acquisition begin and how does it progress? ||< Second language acquisition can begin in childhood or adulthood. Just as all children will progress through predictable stages in their language development, second language development has six stages. Second language learners may progress through the stages at different rates based on their background, motivation and other variables.

Stage one- **Pre-Production** This stage is known as the “silent period” because the student begins to interpret the second language (L2) but does not produce it. This period usually last six weeks or longer.

Stage two- **Early Production** In this stage the learner begins to use short words and sentences. The learner’s emphasis is still on listening during this time.

Stage three- **Speech Emergent** In stage three the learner speaks more often using longer words and sentences. During this stage the learner will rely on familiar topics and context in communication.

Stage-four- **Beginning Fluency** By this stage the learner is reasonably fluent in social situations, but still lacks the ability to communicate with ease in new context and the academic environment.

Stage- five- **Intermediate Fluency** At this time the learner is able to communicate in new contexts or in academic areas. The learner can also demonstrate higher order thinking skills in their communications. They still may lack some vocabulary knowledge and struggle with unknown expressions.

Stage- six- **Advanced Fluency** This learner can communicate in almost any context and is effectively considered fluent. The learner may struggle with idioms and have an accent, but they are more that capable of communicating in L2. ||
 * < **Sound System:** How do second language learners learn the sound system and rules of the second language? ||< Similar to children learning L1, second language learners create their own language system, referred to as **interlanguage**. This system is a mix of the pronunciation, word order, word formation, and cultural knowledge of the learners first language and the target language as well as rules created with basis in neither language. ||
 * < **Learning Environment:** Where does early L2 language acquisition take place and under what type of conditions? ||< Early secondary language acquisition can take place is a variety of settings, from the workplace and the community to a formal classroom environment. Generally, second language acquisition is thought to take place in the country in which the target language is spoken, so the learner is immersed in the target language and culture. ||
 * < **Related Factors:** What is interlanguage and fossilization and how do these things impact SLA? ||< **Interlanguage** is a system that second language learners use to create rules for the formulation and interpretation of L2. It is the learners own personal interpretation of the rules of L2 based in their own personal background knowledge and perspective. **Fossilization** could be described as the effect of a learners misinterpretation of the rules of L2 and consequent application of a faulty rule to their language system. Essentially, the learner continues to produce errors in L2 despite correction. ||
 * < References: ||
 * < **Related Factors:** What is interlanguage and fossilization and how do these things impact SLA? ||< **Interlanguage** is a system that second language learners use to create rules for the formulation and interpretation of L2. It is the learners own personal interpretation of the rules of L2 based in their own personal background knowledge and perspective. **Fossilization** could be described as the effect of a learners misinterpretation of the rules of L2 and consequent application of a faulty rule to their language system. Essentially, the learner continues to produce errors in L2 despite correction. ||
 * < References: ||
 * < References: ||

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 * Bilash, O. (2009) Cummins’ interdependence hypothesis. Best of Bilash Improving Second Language Education. Retrieved from

Ford, K. & Robertson, K.(2008). Language acquisition: An overview. Coloríncolorado. Retrieved from []

Gass, S.M. & Selinker, L. (2008). //Second language acquisition: An introductory course// (3rd ed.). New York: Routledge. ||



Jessica de Araujo Jorge Graduate Student [|Middle Tennessee State University] jlm2w@mtmail.mtsu.edu Foreign Language Department Chair [|Hendersonville High School] jessica.dearaujojorge@sumnerschools.org