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exam 3 Roseberry > Impact of 2nd lang acqstn and bilingual dvlpmnt > Flashcards

Impact of 2nd lang acqstn and bilingual dvlpmnt Flashcards

1
Q

Info taken from: Dixon & Zhao(2017) Bilingual lang development. In J.N. Gleason 7 N.B. Ratner, The development of language

A

In order to know what a lang impairment is:

  • we need to know what is typical for ELLs who are developing English
  • many times, typical characteristics of 2nd lang acquisition and bilingualism are mistake for symptoms of LI
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2
Q

Language Loss

A
  • many ELL students L1 is not maintained in school through bilingual education
  • unfortunately –> language loss in L1
  • Thus, LOW test scored in BOTH L1 and english
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3
Q

interference/ transfer

A
  • when students are learning an L2 they make errors that reflect the influence of L1
  • for ex: in Spanish a child would say “la casa verde” (the house green )
  • if a Spanish speaking child pointed to a pic and said “look- i see the house green “ (instead of “i see the green house) this would be transfer from Spanish, not a sign of a clinically significant problem w/ syntax
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4
Q

transfer

A
  • syntax, morphology, phonology, semantics, pragmatics

- errors of transfer from L1 are NOT signs of a communication disorder – just a DIFFERENCE

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5
Q

silent period

A
  • 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 L2 for more than one year
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6
Q

interlanguage

A
  • system that has structurally intermediate status between L1 and L2
  • student is approximating L2
  • errors are inconsistent
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7
Q

codeswitching

A
  • ALTERNATING BETWEEN 2 LANGUAGES w/in a single phrase, sentence, or discourse
  • bilingual ch commonly use this strategy
  • normal communication behavior
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8
Q

code switching is use by

A

-multilingual adults and ch around the world

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9
Q

avoidance

A
  • 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 your from?” (especially older learners)
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10
Q

formulaic language

A

-ch use this to give impression that they speak the L2 well - increase opportunities to converse in L2

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11
Q

sociocultural variables:socioeconomic variables

A

-low income children have difficulty w/ knowledge based tests

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12
Q

sociocultural variables: cultural styles

A

-e.g. reduce eye contact w/ adults, being silent in the presence of an adult

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13
Q

impact of affective variables in second language acquisition: motivation – instrumental vs. integrative

A
  • instrumental: motivated for a specific purpose; not motivated to inegrate w/ mainstream culture, learn slowly
  • integrative: learn L2 faster, & they want to integrate w/ mainstream culture
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14
Q

impact of affective variables in second language acquisition: motivation

A
  • motivation
  • personality
  • self-esteem
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15
Q

the impact of simultaneous and sequential bilingual acquisition

A
  • simultaneous: child is exposed to 2 languages from infancy in natural situations
  • interference between L1 and L2 is minimal
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16
Q

sequential acquisition

A
  • child is exposed to L1 during infancy, learns L2 at a later time
  • sequential learners – increases diversity in rates and stages of acquisition
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17
Q

if L2 is introduced

A

-sequentially BEFORE a strong L1 foundation has been established (e.g., 6-8 years of age), L1 development may be ARRESTED or even REGRESS while L2 is being learned

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18
Q

These students for a while…

A

-achieve low test scores in both L1 and L2 – this can cause them to APPEAR L1 when they are not

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19
Q

PRESCHOOL CHILDREN…

A

-who learn english in a sequential manner are ESPECIALLY VULNERABLE to this situation

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20
Q

4 stages of 2nd lang acquisition in sequential learners: stage 1

A

Preproduction

  • 10 hours -6 mos. english exposure
  • beginning to COMPREHEND-SILENT PERIOD
  • beginning to communicate~ gestures, body lang, pointing
21
Q

stage 2:

A

early production

  • 6mos. -1 years english exposure
  • 1-2 word verbal responses
  • answers simple yes-no, wh- questions
  • uses routines or formulas
22
Q

stage 3

A

speech emergence

  • 1-3 years english exposure
  • using phrases and sentences
  • answers “why” & “how” ?s
  • understands a lot, expresses effectively in simple sentences; SOME GRAMMATICAL ERRORS
23
Q

stage 4

A

intermediate fluency

  • 3-4 years exposure to english
  • beginning to develop solid ACADEMIC ENGLISH
  • engages in extended dicourse (communication)
  • writes essays, critiques and analyzes information
24
Q

separate vs. common underlying proficiency

A
  • the separate underlying proficiency (SUP) 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
25
Q

cummins promoted the CUP model which states

A

-the literacy-related aspects of a bilingual proficiency in L1 and L2 are seen as common or INTERDEPENDENT across languages… EXPERIENCE W/ EITHER LANG can promote developement of the proficiency underlying both lang, given adequate motivation and exposure to both either in school or in the wider environment

26
Q

According to the theory of common underlying proficiency

A
  • building up one lang positively affects the development of the other lang
  • parents need to speak to their child in the lang in which they are MOST COMFORTABLE
27
Q

practical implications of CUP

A
  • build up L1 skills
  • the stronger the students L1 foundations, the more easily she will learn concepts in english
  • additive bilingualism – academic success
28
Q

often older learners with a solid L1 foundation perform quite well academically

A

-because their solid L1 foundation supports the learning of English and academic content

29
Q

unfortunately many of our ELL students experience limited bilingualism

A
  • these students do not recieve L1 support, and they try to learn L2 (english) with foundation that is not fully developed
  • students experience negative cognitive effects & frequent ACADEMIC FAILURE
  • can appear to be “language impaired” when in reality they are merely not strong in either L1 or English
30
Q

ClLF and FALF

A
  • we can distinguish between two types of lang fluency
  • when conducting assessments of ELL for the possible presence of lang impairment it is extremely important to understand
    a) why TYPE of lang PROFICIENCY we are assessing
    b) if our EXPECTATIONS are REASONABLE given the students length of exposure to English
31
Q

conversational informal language fluency (CILF)

A
  • “picked up” quickly and easily from environment
  • oral lang fluency – facilitates social interaction in daily life
  • context-embedded, SHARED REALITY between speakers
32
Q

FALF (formal academic language fluency)

A
  • oral and written language
  • gained through FORMAL SCHOOLING
  • taught explicitly in ACADEMIC settings
  • LITTLE context or SHARED REALITY between communicators
  • ABSTRACT formal communication contexts
33
Q

For some ELLS

A
  • FALF TAKES MUCH LONGER TO DEVELOP THAN CILF
  • if an ELL is proficient and literate in her first lang, FALF can develop more quickly
  • however, if an ELL from a LOW INCOME background has NO LITERACY SKILLS in the 1st lang, there can be a gap between CILF & FALF development - CILF develops much faster
34
Q

in these cases when we extrapolate from CILF to FALF

A
  • create DEFICITS in students– may be erroneously identified as lang impaired
  • students w/ adequate CILF may still need MORE TIME to develop FALF
35
Q

Many english lang proficiency tests assess just CILF

A
  • a problem w/ this is that when a CILF oriented proficiency test labels an ELL student as “FULLY ENGLISH PROFICIENT” professionals assume the student is ready to handle FALF oriented TESTS in ENGLISH
  • these can include statewide school achievement tests, speech -lang and psychological tests, etc
  • the GAP between the student CILF & FALF performance may lead to erroneous special education placement
36
Q

bilingual education and academic success: Introduction

A
  • american attitudes

- monolingual norm assumption/limited capacity hypothesis

37
Q

most student in …

A

-europe begin compulsory foreign lang instruction before age 10

38
Q

dixon & zhao

A

-bilingualism is a growing trend in the U.S.

39
Q

http://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp 2017​

A
  • the state seal of biliteracy (SSB) became effective jan 1, 2012
  • the program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more lang in addition to englis
40
Q

power differential

A
  • some langs- more political and $$ power than others
  • ch quickly figures this out
  • U.S.: english more than spanish
  • holland: dutch more than turkish
  • philippines: tagalog has more power than odionganon
  • haiti: french creole has more power than haitian
41
Q

Ideal Bilingual Education Situation

A
  • minimum 6 years of bilingualism
  • in K and 1st grade, 90% PRIMARY lang and 10% ENGLISH instruction
  • 50-50% english and primary lang by grade 6
  • leads to ADDITIVE bilingualism
42
Q

additive vs subtractive bilingualism

A
  • SUBTRACTIVE bilingualism is COMMON in U.S school
  • students L1 is NOT nutured or SUPPORTED
  • it is REPLACED by L2; lang loss in L1
  • academic failure– student not strong in either lang
43
Q

additive bilingualism

A
  • the ideal situation, where the students L1 is nutured and developed along w L2
  • research shows that additive bilingualism has GREAT cognitive and linguistic BENEFITS
44
Q

dixon & zhao

A
  • bilingualism increases executive functioning skills

- switching between 2 languages increases frontal lobe activation

45
Q

research in canada (bialystok & colleagues)

A
  • in elderly adults, being bilingual POSTPONES onset of DEMENTIA for 4-5 years
  • elderly bilingual brain increases SOPHISTICATED and physiologically COMPLEX than monolingual
46
Q

Neuropsychologist tamar gollan at UC san diego

A
  • studied 44 elderly spanish english bilinguals
  • individuals with increase degree of bilingual more RESISTANT than others to onset of dementia and other symptoms of alzheimers
  • the higher the degree of BILINGUALISM the LATER the age of onset
47
Q

other benefits

A
  • bilingualism -> greater EMPLOYMENT opportunities

- children: ethnic PRIDE, cultural TRADITION, ability to communicate w/ non-english speaking family members

48
Q

when we account for second lang acquisition phenomena

A
  • we make many fewer misdiagnoses
  • we AVOID MISLABELING TD ELL students as having lang impairments
  • we honor our students linguistic and cultural identities as they engage in the challenging and rewarding process of becoming successful and hopefully proficient bilingual CONTRIBUTORS to our society

exam 3 Roseberry (1 decks)

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