Ch. 10 Impact of Second Language Acquisition & Bilingualism Flashcards
______ ____
Many ELL students’ L1 is ___ maintained in school through ________ education
This leads to _________ loss in __
___ test scores in both L1 and English
LANGUAGE LOSS
Many ELL students’ L1 is NOT maintained in school through BILINGUAL education
This leads to LANGUAGE loss in L1
LOW test scores in both L1 and English
_______/_______
When students are learning an L2, they make _____ that reflect the influence of L1
______ is seen in syntax, __________, phonology, semantics, and ________.
Errors of ______ from L1 are ___ signs of a communication disorder they are just a ________
INTERFERENCE/TRANSFER
When students are learning an L2, they make ERRORS that reflect the influence of L1
TRANSFER is seen in syntax, MORPHOLOGY, phonology, semantics, and PRAGMATICS.
Errors of TRANSFER from L1 are NOT signs of a communication disorder they are just a DIFFERENCE
____ Period
In the early stages of learning an L2, most students focus on __________ and do very little speaking
The _______ the student, the ______ the _____ period usually lasts
Students introduced to L2 during the _________ years may speak very little in L1 or in L2 for more than __ year
SILENT Period
In the early stages of learning an L2, most students focus on COMPREHENSION and do very little speaking
The YOUNGER the student, the LONGER the SILENT period usually lasts
Students introduced to L2 during the PRESCHOOL years may speak very little in L1 or in L2 for more than ONE year
________
System that has _________ intermediate status between L1 and L2
Student is ___________ second language
In-between stage where errors are __________
INTERLANGUAGE
System that has STRUCTURALLY intermediate status between L1 and L2
Student is APPROXIMATING second language
In-between stage where errors are INCONSISTENT
Code-switching
_________ between 2 languages within a single phrase, sentence, or discourse
Bilingual children _______ use this strategy
______ communication behavior
________ Language
Ch use this to give ________ that they speak L2 well. ________ opportunities to converse in L2
ex: How’s it going?
Code-switching
ALTERNATING between 2 languages within a single phrase, sentence, or discourse
Bilingual children COMMONLY use this strategy
NORMAL communication behavior
FORMULAIC Language
Ch use this to give IMPRESSION that they speak L2 well. INCREASE opportunities to converse in L2
ex: How’s it going?
________
Students will _____ communicating in L2 for fear of being laughed at or made fun of
They may be self-conscious about their _____, use of English grammatical structures, and people asking “Where are you from?”
AVOIDANCE
Students will AVOID communicating in L2 for fear of being laughed at or made fun of
They may be self-conscious about their ACCENT, use of English grammatical structures, and people asking “Where are you from?”
II. __________ Variables
_________ status is a big factor as __-income children have difficulty with _________-based tests
_______ styles like reduced eye contact with adults or being _____ in the presence of an adult
II. SOCIOCULTURAL Variables
SOCIOECONOMIC status is a big factor as LOW-income children have difficulty with KNOWLEDGE-based tests
CULTURAL styles like reduced eye contact with adults or being SILENT in the presence of an adult
III. Impact of Affective Variables in Second Language Acquisition
Motivation is __________ vs. _________
_________ motivation: learning a language for a very specific purpose, work school etc.
__________ learners are not motivated to integrate with mainstream culture
_________ learners: learn L2 faster and they want to integrate
Personality either ________ or _________
ex. being shy can affect assessment!
Self-esteem
III. Impact of Affective Variables in Second Language Acquisition
Motivation is INSTRUMENTAL vs. INTEGRATIVE
INSTRUMENTAL motivation: learning a language for a very specific purpose, work school etc.
INSTRUMENTAL learners are not motivated to integrate with mainstream culture
INTEGRATED learners: learn L2 faster and they want to integrate
Personality either INTROVERTED or EXTROVERTED
ex. being shy can affect assessment!
Self-esteem
IV. The Impact of Simultaneous and Sequential Bilingual Acquisition
___________: child is exposed to 2 languages from infancy in natural situations
Interference between L1 and L2 is ______
_________ child is exposed to L1 during infancy, learns L2 at a later time
________ learners more diversity in rates and stages of acquisition
IV. The Impact of Simultaneous and Sequential Bilingual Acquisition
SIMULTANEOUS: child is exposed to 2 languages from infancy in natural situations
Interference between L1 and L2 is MINIMAL
SEQUENTIAL child is exposed to L1 during infancy, learns L2 at a later time
SEQUENTIAL learners more diversity in rates and stages of acquisition
Sequential Acquisition
If L2 is introduced sequentially ______ a strong L1 foundation has been established, L1 development may be _______ or even regress while L2 is being learned
These students, for a while, achieve ___ test scores in both L1 and L2 which can cause them to appear __ when they are not
________ children who learn English in a sequential manner are especially _________ to this situation
Sequential Acquisition
If L2 is introduced sequentially BEFORE a strong L1 foundation has been established, L1 development may be ARRESTED or even regress while L2 is being learned
These students, for a while, achieve LOW test scores in both L1 and L2 which can cause them to appear LI when they are not
PRESCHOOL children who learn English in a sequential manner are especially VULNERABLE to this situation
V. 4 Stages of Second Language Acquisition in Sequential Learners
Stage 1 is ___________:
__ hours- _ months of English exposure
Beginning to comprehend in the ____ ______
Beginning to __________ with gestures, body language, pointing
V. 4 Stages of Second Language Acquisition in Sequential Learners
Stage 1 is PREPRODUCTION:
10 hours- 6 months of English exposure
Beginning to comprehend in the SILENT PERIOD
Beginning to COMMUNICATE with gestures, body language, pointing
Stage 2 is _____ ________
_ mo. to _ year of English exposure
- word verbal responses
Answer simple yes-no, wh- questions
Uses ______ and formulas
Stage 2 is EARLY PRODUCTION
6 mo. to 1 year of English exposure
1-2 word verbal responses
Answer simple yes-no, wh- questions
Uses ROUTINES and formulas
Stage 3 is ______ ________
- years of English exposure
Using _______ and sentences
Answer “why” and “how” questions
Understands a lot, ________ effectively in simple sentences with some ___________ errors
Stage 3 is SPEECH EMERGENCE
1-3 years of English exposure
Using PHRASES and sentences
Answer “why” and “how” questions
Understands a lot, EXPRESSES effectively in simple sentences with some GRAMMATICAL errors
Step 4 is _________ ______
- years of exposure to English
Beginning to develop solid _______ English
But Common Core expected child to start doing that a long time ago
_______ in extended discourse
Writes essays, critiques and _______ information
Step 4 is INTERMEDIATE FLUENCY
3-4 years of exposure to English
Beginning to develop solid ACADEMIC English
But Common Core expected child to start doing that a long time ago
ENGAGE in extended discourse
Writes essays, critiques and ANALYZES information
_________ Underlying Proficiency model holds that L1 and L2 proficiencies are totally _______, and building skills in one language will not help the other language
Believers of ____ try to eradicate students’ L1 through placing these students in “sink or swim” all-English classrooms and telling parents to “speak only English at home”
SEPARATE Underlying Proficiency model holds that L1 and L2 proficiencies are totally SEPARATE, and building skills in one language will not help the other language
Believers of SUP try to eradicate students’ L1 through placing these students in “sink or swim” all-English classrooms and telling parents to “speak only English at home”
_______ Underlying Proficiency model (Jim Cummins) states that the literacy-related aspects of a bilingual’s proficiency in L1 and L2 are seen as common or __________ across languages.
Experience with ______ language can promote development of the proficiency underlying ____ languages given adequate _______ and _______ to both either in school or in the wider environment
Building up one language ________ affects the development of the other language
Parents need to speak to their child in the language in which they are most __________
COMMON Underlying Proficiency model (Jim Cummins) states that the literacy-related aspects of a bilingual’s proficiency in L1 and L2 are seen as common or INTERDEPENDENT across languages.
Experience with EITHER language can promote development of the proficiency underlying BOTH languages given adequate MOTIVATION and EXPOSURE to both either in school or in the wider environment
Building up one language POSITIVELY affects the development of the other language
Parents need to speak to their child in the language in which they are most COMFORTABLE
Practical Implications of CUP
Build up __ skills
The stronger the student’s L1 ________, the more easily she will learn _______ in English
_______ bilingualism leads to academic success
Often _____ learners with a solid L1 foundation perform quite well ___________ because their solid L1 foundation supports the learning of English and academic content
Practical Implications of CUP
Build up L1 skills
The stronger the student’s L1 FOUNDATION, the more easily she will learn CONCEPTS in English
ADDITIVE bilingualism leads to academic success
Often OLDER learners with a solid L1 foundation perform quite well ACADEMICALLY because their solid L1 foundation supports the learning of English and academic content
VII. ____ and ____ (Jim Cummins)
We can distinguish between two types of language _____
When conducting assessments of _____ for the possible presence of a LI, it is extremely important to understand
what type of language ________ we are assessing, and
if our ____________ are reasonable given the student’s length of ________ to English
VII. CILF and FALF (Jim Cummins)
We can distinguish between two types of language FLUENCY
When conducting assessments of ELLs for the possible presence of a LI, it is extremely important to understand
what type of language PROFICIENCY we are assessing, and
if our EXPECTATIONS are reasonable given the student’s length of EXPOSURE to English
Conversational Informal Language Fluency (CILF)
“Picked up” quickly and easily from _________
____ language fluency that facilitates _____ interaction in daily life
_______-embedded, shared reality between the speakers
Conversational Informal Language Fluency (CILF)
“Picked up” quickly and easily from ENVIRONMENT
ORAL language fluency that facilitates SOCIAL interaction in daily life
CONTEXT-embedded, shared reality between the speakers
Formal Academic Language Fluency (FALF)
___ and ______ language
Gained through _____ schooling (not the playground)
Taught explicitly in academic settings
Little ______ or shared reality between communicators
______ or formal communication contexts
_____ takes much longer to develop than _____
Formal Academic Language Fluency (FALF)
ORAL and WRITTEN language
Gained through FORMAL schooling (not the playground)
Taught explicitly in academic settings
Little CONTEXT or shared reality between communicators
ABSTRACT or formal communication contexts
FALF takes much longer to develop than CILF
when we extrapolate from CILF to FALF
______ in students may be erroneously identified as LI
students with adequate ____ may still need more time to develop _____
If an ELL is ______ and _____ in her first language, FALF can develop more quickly
when we extrapolate from CILF to FALF
DEFICITS in students may be erroneously identified as LI
students with adequate CILF may still need more time to develop FALF
If an ELL is PROFICIENT and LITERATE in her first language, FALF can develop more quickly
______ Differential
Some languages lead to more _______ and ________ power than others
Children ______ figure this out
POWER Differential
Some languages lead to more POLITICAL and FINANCIAL power than others
Children QUICKLY figure this out
Ideal Bilingual Education Situation
Minimum _ years of bilingual instruction
In Kindergarten and 1st grade, __% primary language and __% English instruction
50/50 English and primary language by grade _
Leads to _______ bilingualism
Ideal Bilingual Education Situation
Minimum 6 years of bilingual instruction
In Kindergarten and 1st grade, 90% primary language and 10% English instruction
50/50 English and primary language by grade 6
Leads to ADDITIVE bilingualism
________ Bilingualism
________ bilingualism common in U.S. schools
Student’s L1 is not _______ or _________
Language loss in L1 is the most _______ phenomenon
and L1 is replaced by L2
_________ failure due to student not being ______ in either language
SUBTRACTIVE Bilingualism
SUBTRACTIVE bilingualism common in U.S. schools
Student’s L1 is not NURTURED or SUPPORTED
Language loss in L1 is the most COMMON phenomenon
and L1 is replaced by L2
ACADEMIC failure due to student not being STRONG in either language
______ Bilingualism
_______ bilingualism is the ____ situation, where the student’s L1 is ______ and ________ along with L2
Research shows that _______ bilingualism has great ________ and linguistic benefits
ADDITIVE Bilingualism
ADDITIVE bilingualism is the IDEAL situation, where the student’s L1 is NURTURED and DEVELOPED along with L2
Research shows that ADDITIVE bilingualism has great COGNITIVE and linguistic benefits
Dixon & Zhao
Bilingualism increases ________ __________ skills
________ _________ allows child to think and plan ahead and make decisions for ahead of time
Switching between 2 languages ________ frontal lobe activation
Dixon & Zhao
Bilingualism increases EXECUTIVE FUNCTIONING skills
EXECUTIVE FUNCTIONING allows child to think and plan ahead and make decisions for ahead of time
Switching between 2 languages INCREASES frontal lobe activation
