Definitions Flashcards
Sequential Bilingualism
•Child is exposed to L1 during infancy, and learns L2 at a later time. If L2 is introduced sequentially before a strong L1 foundation has been established (6-8 years old), L1 development may be arrested or regress while L2 is being learned. Piling one language on top of another developing language may cause issues. These students, for a while, may achieve low test scores in L1 and L2. This can cause them to appear language impaired when they are not. Preschool children who learn English in a sequential manner are especially vulnerable to this situation.
Simultaneous Bilingualism
•Child is exposed to two languages from infancy in natural situations. This is the best case scenario, and interference between L1 and L2 is minimal. Early infancy is the ideal time for a child to be exposed to 2+ languages.
6 Typical Processes of Second Language Acquisition
- Interference/transfer
- Fossilization
- Silent period
- Interlanguage
- Language loss
- Codeswitching
Interference/Transfer
•Refers to a process in which a communicative behavior from the first language is carried over into the second language. Transfer can occur in all areas: syntax, morphology, phonology, pragmatics, and semantics.
◦From lecture: When students are learning L2, they make errors that reflect the influence of L1. For example, when a Spanish-speaking child would say “la casa verde,” which translates to “the house green.” Errors of transfer from L1 are not signs of a communication disorder– only a difference. Different cultures may apply in a transfer situation, like if a Spanish child has less eye contact, quieter (pragmatics).
Fossilization
•Fossilization occurs when specific second language “errors” remain firmly entrenched despite good proficiency in the second language. Fossilized items may occur because of the inconsistencies of the English language. For example, irregular past tense and plural forms may be fossilized (e.g. My foots are sore).
Silent Period
•Some students go through a silent period, in which there is much listening/comprehension and little output. It is believed that students are learning the rules of the language during this silent period; they may be covertly rehearsing what they are hearing. Can last 3-6 months.
◦From lecture: In the early stages of learning 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 L2 for more than 1 year.
Interlanguage
•Paradis et al. (2011) defined interlanguage as the period in second language development when the learner starts to use language productively until he attains competence that is similar to that of a native speaker.
◦From lecture: Interlanguage is a system that has structurally intermediate status between L1 and L2; the student is approximating L2. Errors are inconsistent and still not perfect.
Language Loss
•If use of the first language decreases, it is common for the learner to lose skills in that language as proficiency is acquired in the second language. This process is referred to as language loss. If a student has experienced language loss and is still acquiring English, the student may appear to be low-functioning in both languages.
◦From lecture: Language loss should always be on our radar. Many ELL students’ LI is not maintained in school through their education. There will be language loss in L1, and low test scores are seen in both L1 and English.
Codeswitching
•The alternation between 2 languages, usually within a single phrase, sentence or conversation.
◦From lecture: Alternating between 2 languages. Bilingual children commonly use this strategy, and is a normal communication behavior. Classroom teachers may assume that the child is “confused.” Code-switching is used by multilingual adults and children around the world.
Language Proficiency
• the child’s level of skills in the use of a particular language
Primary Language
•the language the student learned first and used most frequently in the early stages of language development. Information regarding language use in the home is best established through carefully conducted parent interviews and home language surveys.
Dominant Language
•the language spoken most proficiently by the student. The dominant language may change if there are changes in language usage patterns in the child’s environment. Moreover, language dominance can vary depending on what aspect of language is assessed (e.g. syntax vs. vocabulary).
